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The Illinois Writing Project National Writing Project SEED Grant with Brentano Math & Science Academy Facilitated by Debra Gurvitz, Ed.D. November 9, 2012. Writing Process Basics. Components of Writer's Workshop Whole Group Meeting. Components of Writer's Workshop Work Time.
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The Illinois Writing ProjectNational Writing ProjectSEED Grantwith Brentano Math & Science AcademyFacilitated byDebra Gurvitz, Ed.D.November 9, 2012
Publish Launch the workshop Mini Lesson Prewriting Talk about your writing plan for today WRITING PROCESS CYCLE Young Student K-2 BEGIN NEW PIECE (unit) Choose one piece from portfolio to edit WRITE Sketch, label Time to write Choose one piece for celebration Add to portfolio K-1 REVISE“WHEN YOUR DONE– You’ve just BEGUN— Add to the Picture Add to the Words Conference with students during the writing workshop Teaching Point Revisit the mini lesson
Publish Launch the workshop Mini Lesson Prewriting Rehearsal for Writing WRITING PROCESS CYCLE 2-3 BEGIN NEW PIECE Choose one piece from portfolio Draft 2nd draft incorporate writer’s craft Edit and place in portfolio Conference with students during the writing workshop REVISEto resee and reconsider 1st draft Teaching Point Revisit the mini lesson Put aside for later date
Publish Rehearsal for Writing Prewriting Rehearsal for Writing Seeing potential for Stories and essays List Topics Writer’s Notebook WRITING PROCESS CYCLE 3-8 Per Unit BEGIN NEW PIECE Choose one piece from unit portfolio Draft 2nd draft incorporate writer’s craft Edit and place in portfolio for publication Conference with students during the writing workshop REVISEreconsider 1st draft \ Teaching Point Revisit the mini lesson Put aside for later date
Pathways forCommon Core COMMON CORE WRITING STANDARDS Narrative Writing
Excerpted from CCSS Introduction, p. 4: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
JIG SAW READINGS • EVERYONE READS: • CHAPTER 6–pages 102-105 • CHAPTER 7 pages 113-119 • K-1 • Chapter 6 p. 108-109 • Chapter 7p. 125-126 • 2-3 • Chapter 6 p. 105-106 • Chapter 7 p 123-124 • 4,5,6 • Chapter 6 p. 106-107 • Chapter 7 121-122 • Content Teachers • Chapter 6 110-111 • Chapter 7 page 120
Skim: Overview of Writing Standards (102-112)Read & Code: CCSS & Composing Narrative Writing (113-126) Confirms what you thought X Contradicts what you thought ?Puzzles you ?? Confuses you Strikes you as very important Is new or interesting to you
Components of a Mini-lesson • CONNECTION • Opens lesson. Intention is to catch students’ attention and name goal of the day • TEACHING • Tell students what they will be learning through demonstration, guided practice example or inquiry • ACTIVE ENGAGEMENT • Students briefly use the strategy • LINK • Teacher restates teaching point and tells students how they can apply this to their ongoing work.
Components of Work Time • INDEPENDENT WRITING • Restate mini lesson focus as students apply independently in their writing • CONFERENCE • Guide students • Mid-teaching point—restate teaching point by sharing writing of student who has applied today’s mini lesson
Components of Sharing Session Provide the opportunity to share a specific writing strategy • SHARE WITH WRITING PARTNER • Students demonstrate how they applied the mini lesson • Students discuss topic/concept taught • DEBRIEF • Close lesson. • Restate goal/teaching point of mini lesson.
SEED 3, 4, 5 Narrative Writing • Mini-lesson Bilingual 4/5 • Structure of Narrative • Beginning, Middle, End • Generating Narrative Writing • Using First Time, Last Time or Times of Importance
Meet and Discuss Review CCSS Narrative Writing 9 • Complete chart-current practice
Exit Slip • Please complete the exit slip FOR DECEMBER 5th • Bring 3 pieces of student narrative writing • Exemplary, at, below • Read Chapters 1, 2, 3, and 8 Thank you for your kind attention today
