Writer ’ s Notebook Reflections : Implementing ‘ Think About Questions ’

1. Writer’s Notebook Reflections: Implementing ‘Think About Questions’ Ms. Abigail Lineberry The Factor School & Cane Bay Middle School Middle Level ELA

2. Discuss with your table partner ways an incubator keeps eggs happy and safe. • What happens when eggs are happy and safe?

3. Part 1: A Writer’s Notebook is like… Incubator With enough time, love, effort, safety..(and temperature) these eggs become… Healthy Babies!

4. The Writer’s Notebook… • Writers notebook entries can lead to drafting, revising, and possibly even publishing! • Seed ideas!

5. The Genius… • “Keeping a notebook is the single best way I know how to survive as a writer. It encourages you to pay attention to your world, inside and out. It serves as a container to keep together all the seeds you gather until you’re ready to plant them. It gives you a quite place to catch your breath and begin to write.” - Ralph Fletcher, Breathing In Breathing Out, p 1.

6. The Inspiration.. • “This is just an assignment, this notebook isn’t of any value to me.” –middle school student • “Working with a Writer’s Notebook” (2000) • The English Journal • Three goals—WNB can be part of a final piece of writing, WNB can improve student’s writing, students will value their WNB • Fracareta & Phillips—teachers at Burrivlle Middle School, Harrisville, Rhode Island

7. It’s All About You! List ways you use writer’s notebooks in the classroom.

8. Writer’s Notebooks… • promote daily, consistent practice • create a nonthreatening, safe writing environment and climate • provide students with meaningful and authentic writing choices Zumbrunn & Krause. “Conversations with Leaders: Principles of Effective Writing Instruction.”The Reading Teacher 65.5 (2012): 346-353. Print. Ranch-Burh, W. “Motivating Readers Through Voice and Choice. Voices in theMiddle 20.2(2012): 58-59. Print. Pg 2 in handout

9. And… • give a voice to diverse and common experiences they have outside of the classroom • gets kids familiar with writing language and terms that focus on specific writing traits • aids in capitalizing on individual interest that increases motivation Pg 2 in handout Zumbrunn & Krause; Ranch-Burh, W.

10. Finally… • serves as a tool to increase empathy for one another as writers and learners. • provides a safe place where seed ideas can grow and flourish depending on student’s choices! Pg 2 in handout Zumbrunn & Krause; Ranch-Burh, W.

11. 10,000 hours:Power of Practice • More progress, increased success = more motivation and understanding that practice is key “We can make this power accessible when we give students enough focused practice to struggle through the challenges that come with the worthy struggle of writing or composing meaning in any form,” (Wilhelm, 2014, p. 69). Wilhelm, J. “Writing as Struggle: Embracing the Power of Practice.” Voices from the Middle 21.3(2014). 67-70. Print.

12. Obstacles • Discuss some obstacles you have or could potentially encounter with writer’s notebooks. • Writing takes time. “When teachers feel like something has to give, writing is often the first thing to go,” (Zumbrunn & Krause; 2012, p. 349). • Logistics of writer’s notebook (passing out, keeping in and out of the classroom). • Students might struggle with finding topics to write about. • “Keeping up” with and assessing individual student writers. Pg 2 in handout

13. Some relief… Pg 2 in handout

14. Remember…

15. Part Two: Think About Questions Provide a self-check for students as they write. Gives students choice! Helps writer’s self-reflect and explain individual areas of strength and weakness. Ruth Culham Pg 3 and 4 in handout

16. Steps to Progress.. • Step 1: Choose the trait you want to focus on. • Step 2: Choose a ‘think about question’ you would like to use. • Step 3: Choose a topic of interest or a free write. • Step 4: As you are writing, practice using your think about question. Pg 3 and 4 in handout

17. Step 1: Choose the trait you want to focus on. Pg 4 and 5 in handout

18. Step 2: Choose a ‘Think About question’ you would like to use. Pg. 4 in handout **(Make sure traits have been discussed and taught if needed).

19. Step 3: Choose a topic of interest or a free write. Pg 8 and 9 in handout

20. Fierce Wonderings You can always Free Write. ? ? ? ?

21. Step 4: As you are writing, practice using your think about question. Pg 10 and 11 in handout

22. Pg 10 and 11 in handout

23. Reflection Pg 10 and 11 in handout • Step 5: Use highlighter or pen to reflect where you tried out your think about question. If you feel like it is relevant throughout your piece, pick two or there places where your writing shines. Share successes!

26. Assessment and Grades Pg 6 in handout Step 6: Once or twice a quarter, have students reflect using strength/challenge open-ended questions, and rubrics. Have students evaluate themselves based on how they did during the quarter.

28. Try on your own reflection! • Using page 6 pick #1 or # 2. • Write about your entry’s strengths or challenges.

29. Share

30. Student Examples

33. Rubric—Main Points Pg 7 in handout • Writing Content • Think About Questions • Writer’s Notebook Reflections • Presentation

35. Other ways you could use.. • Think About Questions After Writing • Peer Revision/Feedback • Response Circles

36. Big Take Aways… • Writer’s Notebooks can increase student motivation through choice and voice. • Writer’s Notebooks can allow students to practice as much as possible in a safe place. • Writer’s Notebooks can help students become a reflective writer and learner.

37. Practice.. to keep those ideas safe, so they can grow!!