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Ww not just for the little ones
- 1. Writing Workshop: Not Just for the Little Ones Mentoring Middle and High School Writers
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- 6. Rambling Autobiography I was born in Salt Lake City but left before I knew it was the home of the Mormons. The Korean War was just ending, and McCarthyism was just starting to roil, and television was new. I adored my ballerina doll even though I cut her hair to look like a duck tail. Sherry and I danced to Bobby Darin singingSplish! Splash! I was taking a bath and watched Elvis Presley wiggle his hips on the Ed Sullivan Show. My dad kissed me good bye as he left for the Bishops Museum in Honolulu and my parents marriage ended. Charlie Starkweather went on a killing spree, leaving 11 people dead. My mother drove us from Lincoln Nebraska to Denver Colorado in the middle of a snowstorm, and there in Denver, I met my first and my second husband. I gave birth to one son and watched him father two children. I am a teacher without a classroom. I want to be a teacher still on a journey. Stevi Quate
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- 10. Stevi Quate Having a set of procedures in place is less important than your beliefs and philosophy about teaching writing. -- Regie Routman
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- 12. Learning Targets I can demonstrate how my hopes and dreams for students as writers shape my instruction. I can apply the essential components of a writing workshop to my classroom. I can write a mini-lesson that includes modeling and explicit instruction. I can read like a writer and apply my insights to my writing and to my writing instruction. Stevi Quate
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- 15. Stevi Quate But what is writers workshop?
- 16. Exit Slip What do I need to know? What would you like to get smarter about in terms of writing workshop? Stevi Quate
- 17. Welcome back Today: Simulation Mucking around with the essential components: Time/Autonomy (Writing workshop simulation) Vision/Authenticity (Mentor text) Modeling/teaching/demoing (Mini-lesson) Response (Conferring and feedback) PHEW! Stevi Quate
- 18. Stevi Quate Workshop: time for students to get smarter Opening Minilesson Work time Debrief Opening Mini-lesson Work time Debrief/Ref lection
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- 23. Stevi Quate We spend five to fifteen minutes on quick writing each block.It is priming the pump, not the study of mentor texts or the development of ideas into coherent essays, but iT is essential because it develops voice and often leads students to topics.
- 24. Stevi Quate Units of Study Possibilities: Genre (i.e., micro-essay, fan fiction, feature essay) The Art of Persuasion Writing about Literature and Life Multigenre Teen Activism (interdisciplinary) Choice And....
- 25. Stevi Quate TIME AND AUTONOMY
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- 28. Stevi Quate Writing floats on a sea of talk.
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- 31. Minilesson Connect: Greece and shopping while Marta wants to make the pants Teach: Reading like a writer: figuring out how to make something Active engagement: What did you notice? Link: Use your mentor text to help you figure out options for writing. Stevi Quate
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- 34. Tuning Our Writing Writer poses a question and then reads the draft. Responders talk to each other, not to the writer. Writer listens ONLY. Warm comments: What worked well for you? Cool comments: What confused you? What did you see as gaps? What questions do you have? Writer responds. Stevi Quate
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- 37. Workshop: How Class Time is Spent Stevi Quate Opening Minilesson Worktime Reflection/
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- 43. Stevi Quate What I noticed Why the author might have used this craft How might I too use this craft? Lead: answering the implied question in the title . Let the reader know the focus of the essay After writing the 1st paragraph, figure out a title
- 44. Stevi Quate What I noticed Why the author might have used this craft How might I too use this craft? Lead: piling on the details: a particular tree, a slow- moving car, a figure on a sidewalk. Present tense The use of parenthesis Brings the reader into the moment Another way of bringing the reader into the moment When I talk about arrival in Jakarta
- 45. Stevi Quate What I noticed Why the author might have used this craft How might I too use this craft? Repetition: It wasnt.I cried. Stress the emotions In the second paragraph of my personal essay
- 46. Stevi Quate What I noticed Why the author might have used this craft How might I too use this craft? I noticed that.... I noticed ...,which.... I think you cant take that out of the sentence I think that a which phrase is like decoration a nice addition but necessary
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- 51. Writing ASSIGNED? TAUGHT? Stevi Quate
- 52. Stevi Quate Connect Tell a story to build schema Explain why this lesson is needed at this time Teach Model with a think aloud Demonstrate Explain the work Discover Active Engagement Determine if students are ready to move forward on their own Link Explain how this lesson is relevant for today and for the future
- 53. Can you use your writing from our earlier writing workshop in the teach part of our workshop?
- 54. What do you now know that you didnt know yesterday afternoon? What do you want to know more about (or need clarified)?
- 55. Stevi Quate Having a set of procedures in place is less important than your beliefs and philosophy about teaching writing. -- Regie Routman
- 57. Stevi Quate Units of Study Possibilities: Genre (i.e., micro-essay, fan fiction, feature essay) The Art of Persuasion Writing about Literature and Life Multigenre Teen Activism (interdisciplinary) Choice And....
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- 60. Stevi Quate TIME AND AUTONOMY
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- 65. Minilesson Connect: Greece and shopping while Marta wants to make the pants Teach: Reading like a writer: figuring out how to make something Active engagement: What did you notice? Link: Use your mentor text to help you figure out options for writing. Stevi Quate
- 67. Stevi Quate Connect Tell a story to build schema Explain why this lesson is needed at this time Teach Model with a think aloud Demonstrate Explain the work Discover Active Engagement Determine if students are ready to move forward on their own Link Explain how this lesson is relevant for today and for the future
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- 74. Tuning Our Writing Writer poses a question and then reads the draft. Responders talk to each other, not to the writer. Writer listens ONLY. Warm comments: What worked well for you? Cool comments: What confused you? What did you see as gaps? What questions do you have? Writer responds. Stevi Quate
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- 76. Learning Targets I can demonstrate how my hopes and dreams for students as writers shape my instruction. I can apply the essential components of a writing workshop to my classroom. I can write a mini-lesson that includes modeling and explicit instruction. I can read like a writer and apply my insights to my writing and to my writing instruction. Stevi Quate
- 78. Focusing your response HOC MOC LOC IDEAS FOCUS ORGANIZATION PURPOSE AUDIENCE CLARITY SENTENCE FLUENCY FIGURATIVE LANGUAGE WORD CHOICE VOICE/TONE CONVENTIONS: GRAMMAR USAGE PUNCTUATION SPELLING Stevi Quate
- 79. This is your presentation title
- 81. How often should students write? Stevi Quate
- 82. Richard Allington: Along with my ninety-minute volume standard for daily in-school reading I would also set a thirty to forty five minute volume standard for writing. Thus, about two hours of the instructional day would be allocated to just reading or writing (including reading and writing in content subjects also). Stevi Quate
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Editor's Notes
- #5: When they set theirs up, encourage them to try the word/notebook template
- #7: LOOK ON PAGE 6 FOR THOUGHTS ABOUT THE WNB
- #11: TAKE A LOOK INTO A STUDENTS WRITING NOTEBOOK
- #12: INTRO TO TH E CONSENSO-GRAM
- #13: Consenso-Gram: MARK ON THE WALL
- #15: What are your hopes and dreams for a student? Write, then compare with shoe partner plus other, make a poster.
- #20: The workshop format supports the NORTH based on students doing the work
- #24: Quick Write
- #29: Read the three mentor text; talk to a neighbor about what you might write; give them 30 minutes to write.
- #31: Write for 30 minutes
- #32: LOOK AT PG 7 IN HANDOUT
- #37: Turn and talk about what you might write about
- #50: Share mentor text ideas and uses; use notebook to gather ideas.
- #57: Quick write
- #58: Writing workshop is like those russian dolls one piece embedded into another and each piece is guided by a philosophy a set of beliefs. Big doll: the unit, example memoir A month for the unit or 18 days: 2 days at the end for celebration presenting the memoir 2 days at start: immersion in the genre and generating possibilities 14 days of instruction: about 8-10 planned mini-lessons Small doll: the daily workshop with the workshop wheel Witthin that lesson: work time Within the lesson: mini-lesson Within the mini-lesson: connection, teach, etc.
- #66: Read the three mentor text; talk to a neighbor about what you might write; give them 30 minutes to write.
- #71: Write for 30 minutes