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Grimmway Academy Professional Learning

Grimmway Academy Professional Learning. Tuesday, July 23, 2013 Please sign in and take your name tent. Introductions. Who We Are…. An affiliate of the National Writing Project Network http://www.nwp.org A site of the California Writing Project http://www.californiawritingproject.org/

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Grimmway Academy Professional Learning

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  1. Grimmway AcademyProfessional Learning Tuesday, July 23, 2013 Please sign in and take your name tent.

  2. Introductions

  3. Who We Are… • An affiliate of the National Writing Project Network • http://www.nwp.org • A site of the California Writing Project • http://www.californiawritingproject.org/ • Teachers Teaching Teachers since 1974

  4. Since 1974… • Teachers teaching teachers • Improving learning through writing Two hundred plus university-based writing project sites span all 50 states, Washington, D.C., Puerto Rico, and the Virgin Islands, providing professional development and leadership opportunities to more than 100,000 K-16 educators every year.

  5. The California Writing Project • A Statewide Professional Development Network • 16 regional sites • 8 at University of California campuses • 8 on California State University campuses • Every year, over 30,000 teachers participate in CWP campus, school, and district programs.

  6. A Core Principle • Writing can and should be taught, not just assigned, at every grade level.

  7. Teachers Need to Write!

  8. Agenda • Introductions • Housekeeping • Fundamentals of Writers’ Workshop and Writing Instruction • Break • Writers’ Workshop Demonstrated: Getting Started • Another Demonstration: Sensory Details and Text Structures • Working Lunch • Understanding the CCCSS: An Overview • Break • Integrating CCCSS-aligned Writing into Exiting Curricula • Wrap-up

  9. Tools of the Trade • Writer’s Notebooks • Pens and Post-its • Highlighters • Parking Lot

  10. The Wiki • http://grimmway.wikispaces.com/

  11. Fundamentals of writers’ workshop and writing Instruction

  12. Checking in… • What conditions exist in your classroom that allow students opportunities to write and to become better writers? • 5 minute Quickwrite (start writing and keep writing until the timer tells us that time is up).

  13. 5 Minutes: Chat with Elbow Partners

  14. A Basic Premise • Effective writing instruction—at ALL grade levels—results from conditions for learning that the teacher creates. • What is meant by “conditions for learning”?

  15. Count Off 1-6

  16. “7 Conditions for Effective Writing” • Time • Choice • Response • Demonstration • Expectation/Room Structure • Evaluation

  17. 15 Minutes • Groups read assigned section (together or independently—you decide). • Design a poster explaining (to other teachers) how to USE the information in that segmentin their classrooms.

  18. Going Public! • 3-5 minutes each group: Share your poster—then post it for us to refer to.

  19. Self-Evaluation Checklist • Same on both sides so you can write on one and have a clean copy to keep. • 5 minutes • Group share • Grade level groups?

  20. Final Reflection • Last page • TRUE popcorn reading

  21. Your Thoughts?

  22. Break

  23. Entrance ticket: Write 1-3 sentences: what have you learned? What questions do you have?

  24. Writers’ workshop demonstrated: Getting started

  25. What Can I Write About?

  26. Film from CD • Demonstration: I Go/ You Go from Chapter 5

  27. 10 Minutes

  28. Share with a Partner • Writer reads aloud. • Audience • One authentic question (if you have one) • One star

  29. Another demonstration: Sensory language text structure

  30. Sensory Detail

  31. Sensory Detail Passage • Listen HARD. • As you listen, mark the sensory details you hear. • Share in groups of 3. • Which senses did the author use? • What passages did you find that use sensory details? • Comments? Questions?

  32. The Lion, the Witch, and the Wardrobe

  33. Count Off 1-5 • As a group, read, discuss, and mark up your passage, identifying language that SHOWS strong sensory detail. • 5 minutes

  34. Categorize What You Noticed

  35. Chart Your Categories

  36. Categorize What You Noticed

  37. Some Possible Categories • Color • Size • Shape • Twins • Number of holes • No holes • Material (e.g. plastic, bone, metal, or wood)

  38. Next Steps… • Categorize and chart what your group noticed in the Narnia text. • Share out…

  39. William Carlos Williams • "Forcing twentieth-century America into a sonnet…is like putting a crab into a square box. You've got to cut his legs off to make him fit. When you get through you don't have a crab anymore.”

  40. Starting with Form…

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