Using Writing Workshop to Support Common Core and PARCC

Consider This
There is a great amount of research to suggest that improvements in writing will have a payoff across the curriculum.
----Lucy Calkins

Self Assessment
Using a sheet of paper, please record all that you already know about Common Core Writing Standards, PARCC, and Writing Workshop.

Now, please share your list with the person sitting next to you.
3 minutes

Guiding Questions
What are our CCSS in Writing? What will writing look like on PARCC? What are the different parts of Writing Workshop? How do these parts support our writers?

What Students Need to Know and Be Able to Do

Read through the TCAP Writing Pilot on your table. As a table, create a T-Chart listing what craft/ skills students will need to be successful.
Hint: leave room to add to this chart later
Writing in Content Writing Workshop

7 minutes

Pathways to the Common Core: Accelerating Achievement

By L. Calkins, M. Ehrenworth, C. Lehman
Writing is treated as an equal to reading Write routinely; make writing a habit Whether our students become scientists, engineers, activists, or analysts, theyll need to be able to write well to do well. Read the column that aligns to the type of writing that your assessment used.
1 minute

PARCC
Read through the PARCC handout.
any information that focuses or can be supported in the content areas UNDERLINE any information that should be taught specifically in writing workshop
Circle

Add to your T-Chart

10 minutes

Writing Continuum
K-8 development of writers Leveled writing does not mean grade level

Record in your notes what you want to remember about PARCC.

1 minute

CCSS Writing
At your table, decide who will read all six grade levels (vertically) for the following domains and clusters: 1. Text Types and Purposes (1 & 2) 2. Text Types and Purposes (3) & Range of Writing 3. Production and Distribution of Writing 4. Research to Build and Present Knowledge Circle any information that focuses or can be supported in the content

areas UNDERLINE any information that should be taught specifically in writing workshop 5 minutes

CCSS Writing
Share with your group what you noticed. As you share with your table group, one person should add information that aligns to Writing in Content or Writing Workshop to your poster

7 minutes

Record in your notes what you want to remember about Common Core State Standards: Writing

1 minute

Writing in the Classroom

Writing Workshop (Written Expression) Writing in response to reading (Comprehension of Key Ideas and Details) Writing in the content areas (Comprehension of Key Ideas and Details) Skills Block (Knowledge of Language and Conventions)

What is Writers Workshop?

45-60 minutes a day Teach what good writers do to help them learn to write Generate writing using self-selected topics Work with others to revise and refine their writing Practice authors craft, skills, grammar, and conventions

What does the class period look like during Writers Workshop?
Opening (5-10 minutes) Work Session (35 minutes) Closing (5-10 minutes)
Skills Block (10-15 minutes)

Writers Workshop
Skills Block
10-15 min

Opening
5-10 min

Work Session
35 min-45 min

Closing
5 min

Mini-lesson
Procedures Writers Craft

Teacher
Conferring Small Group

Student
Planning Drafting Conferring Revising Editing Publishing

What did you learn as a writer today?

Choosing for Closing

Take a Look!
http://www.schooltube.com/video/6a90f63c4 c7a28ceaf10/Writing-Workshop What did you see/ hear/ feel? What are your thoughts about the Writing Workshop that was modeled? What worked well?
25 minutes

How Important is Grammar?

Read the last row in the PARCC Rubric. In CCSS, put a G next to Row 5 under Production and Distribution of Writing
Take heavy grammar instruction off your plate.

310 minutes of instructional time a day

1 minute

Skills Block
10-15 minutes Focus on Grammar, Language, and/or Handwriting This may be tied to students actual writing, or it may be separate, depending on student needs and the standard

Skills Block
Show students GOOD examples Examine student work and anchor texts to see how experts are using the different language pieces Choose a piece of student writing once a week to edit with students. Just a piece.

What is a Mini Lesson?

Focused on a single concept
Procedure (ritual or routine) Craft (authors technique or style) Skill (language use or conventions)

Examples of Authors Craft

Show and dont tell Creating strong leads Beginning, Middle, and End The Circular Ending Emotional Endings Using Symbolism Internal Conflict of a Character Using Stronger Verbs

Opening/ Mini-Lesson
5-10 minutes Whole group Have students sitting in pairs* Teacher is at chart paper or white board. Ideally, students are on the carpet up close. Students learn a craft or procedure that builds on previous days learning Use Anchor Texts

Anchor Charts
What are they? When do I make Anchor Charts? How do I make Anchor Charts? Where do I put Anchor Charts? How do I get students to use Anchor Charts?

Trouble Shooting the Mini Lesson

Keep a timer near you Keep materials near you Keep focused on the skill/strategy that you are teaching today Teach kids what you expect from minilessons Write your objective and/or guiding question on the board

A mini-lesson is like
a basketball a football a golf ball a Frisbee because

1 minute

Work Session
Writers do not write with words and conventions alone; writers write above all with meaning. Children will invest themselves more in their writing if they are allowed- indeed if they are taught- to select their own topics and to write about subjects that are important to them.
-----Lucy Calkins

Work Session
35 minutes

Teacher
Choosing students to share at closing Conferring with individual students Conducting small group conferences

Student
Planning Drafting Conferring Revising Editing Publishing

Independent Writing
Plan- students must first have a plan for writing by reviewing previous work, looking through seed ideas, or conferring with a friend. Draft- Students are responsible for generating their own topics, knowing that a first draft is rarely a final draft Confer- Students receive feedback through peer and teacher conferences and response groups

Independent Writing
Revise- Students revisit the content of their writing to determine if the purpose is clearly communicated, if their paper is well-organized, and if the writing meets the elements of the standard using a rubric. Edit- Students are responsible for addressing concerns with spelling, punctuation, and language usage. Not all writing gets a final edit. Only students wanting to publish go through editing. Publish- Students should polish 10 pieces representing each genre each year and representing their best effort. These pieces are stored in their portfolio.*

There should be JOY in conferring when you teach kids. ----Carl Anderson

Teachers Work Session Conferring

Conferring is a powerful way to provide individualized, purposeful, focused and specific instruction.
Materials: Schedule Notebook Pencil Questions

Conferring
We are teaching the writer, not the writing.
Is what I am sharing with them/asking them just going to help THIS paper? (example: Can you tell me a little more about your dog?) or will this be able to help them write anything, at any time (example: How can you show me and not tell me).

Conferring
LISTEN! Do NOT read the whole piece of writing. Ask, What are you working on as a writer today? How, Can you show me Ask, Hows it going? Compliment students on their use of skills that you have recently taught. Ask the student to try something new. (The most reasonable next step)

Conducting a Small Group

Writing Continuum Similar needs based on rubrics Same stage of writing process

Individual vs. Small Group

Aim for 1 small group a day and 3-5 individual conferences a day. This will allow you to meet with each student at least twice a week on their writing.

Peer Conferences
Teach students how to peer conference (mini lesson) Independent writing at desks & peer conferences on the floor Peer conference with designated writing/thinking buddy

Work Session
During the Work Session, the teacher is looking for 1-2 students to share at closing. Students may be chosen because: They used the new skill/strategy taught that day They used a past skill/strategy

Closing
5-10 minutes

What did you learn as a writer today? Sharing Reflecting Clearing up misconceptions

DONT SKIP THIS PART!!!

In a Writing Workshop, we hope to see students developing:

a sense of self as writers as members of a responsive, literate environment ways of reading texts like writers, developing a sense of craft, genre, and form in writing a sense of audience and an understanding of how to prepare writing for the world.

Revisit Your T-Chart

Discuss as a group, how the list you made under Writing Workshop will be supported during Writing Workshop.

3 minutes

Record in your notes what you want to remember about Writing Workshop

1 minute

We need to teach each child to write. Almost every day, every child needs to write between fifty and sixty minutes for writing and writing instruction. -----Lucy Calkins

Writing in the Content

Comprehension of Key Ideas and Details
90/90/90 Schools An emphasis on informational writing Students write frequently in a variety of subject areas

Writing in Math
Test Questions ex: What is a fraction and how would you use it? New learning ex: Write everything that you know about graphs. CRA ex: Explain how your solution strategy is more or less efficient than your partners strategy.

Writing in Science
Test Questions ex: A new animal has been dropped off from the planet Snarkle and has landed in the rainforest ecosystem. Write a description of the animal as well as the animals experience. Be sure to include the different adaptations that the animal will need to develop in order to survive.

Writing in Science
http://sciencenotebooks.org/

Writing in Science
Following a close read, have your students write to a text dependent question.

Writing in Social Studies

Summarizing and Note Taking ex- What is the problem with building new cities in unused land? What is a solution? What is another solution? Which solution has the best chance of succeeding? Use evidence from your text to support your answer.

Writing in Reading
Reading Responses ex- What was the setting of the book? How did the setting affect the story? Rewrite this story to take place in Hawaii. Use details from the passage to help you write your story.

Record in your notes what you want to remember about writing in the content areas.

1 minute

Whew!
Last thoughts, questions, concerns???

Guiding Questions
What are our CCSS in Writing? What will writing look like on PARCC? What are the different parts of Writing Workshop? How do these parts support our writers?

Consider This
There is a great amount of research to suggest that improvements in writing will have a payoff across the curriculum.
----Lucy Calkins