WRITING_MiniLessonsXbb by Carmen Reed

WRITING WORKSHOP Mini Lessons

Writing in the Intermediate Grades, 3–5 What We Know About Writing, Grades 3–5 Research on literacy learning during the last several decades has revealed a good deal about how students learn language, knowledge that, in turn, can support educators in making sound curricular decisions. Much of this research is characterized by observation of students in the actual processes of writing and reading, giving educators a fuller picture of these language processes and the supportive roles that we, and our students’ families and communities, play in their development. Human beings constantly interact with the world, and that includes the world of print. In the world at large, written language always occurs “in context” and includes the additional symbol systems of numbers, colors, movement and shape, as well as cultural markers. Technology and what some call “visual literacy” also play a

key role in learners’ lives. Students expect the print in the world to make sense and their efforts to read and write, even among those least experienced and “struggling” as readers and writers, reflect the meaning they bring to their efforts. Knowing this about learners means that school-based teaching should never ask students to check their interests and experiences at the door or teachers assume to be teaching a “blank slate.” Rather, supportive teaching begins as educators tap into the diverse and rich experiences these language users have been building over their 8-11 years of life. Another major finding documents how students learn written language. An earlier conception of linear, discrete stages of learning is flawed. Rather, students are actively building a “repertoire of understanding” rich in print and cultural knowledge. This repertoire supports their writing development from invented spelling and partial grasp of particular genre, to more conventional written language and form. Their ideas and intentions take multiple forms, including notes, lists, letters, journal writing, stories, web postings, and instant messaging. Writing within the social setting school provides offers the opportunity to further support their efforts as students talk, dramatize and draw their way into more sophisticated written language. The development of student writing from approximate forms to conventional forms is best achieved through substantial time devoted to writing, multiple opportunities to write across the school day and focused instruction that builds from the writers’ efforts. Writing development is also inextricably tied to reading development; writers grow in their ability to craft a particular genre, say poetry, through being immersed in opportunities to read, write, and to look closely at the poetry of others. Over time, and with these kinds of experiences, writing develops a voice and quality that can earn the writer membership in a particular discourse community, or as one language educator has noted, “If you want a student to sound like a lawyer, have her hang out with lawyers.” Likewise, taking on the challenges of a new topic or type of writing entails learning new or different vocabulary, syntactical patterns, patterns of errors, and organizing structures. An accomplished writer of one form may seem to regress in his or her abilities when taking on a new form. “Writing to think” is an under-utilized role of writing. Writers very rarely transfer their thoughts directly from their minds to the paper. Rather, in the very act of writing, writers can form and develop ideas, make a different sense of their experiences, change their ideas, and find suitable ways to present their new understanding. Finding ways for learners to write informally and throughout their learning experiences, writing that is not formally developed or graded, can help learners understand and value the important role writing can play in support of learning. The best assessment of a writer’s use of and control over the strategic processes of writing is the quality of the writing produced. Although there has been a general move to test writing through writing tests initiated by prompts, few tests also offer writers choice of topic or opportunities to return to their initial drafts, factors that influence the quality of the writing. Yet even with these limitations, the findings of the NAEP 1998 Writing Report Card were clear: students experienced with writing more than one draft of a paper, and students whose writing was saved in folders or portfolios, achieved higher average scores than their peers who did not write multiple drafts or save their writing. An increasing number of the teachers of these students acknowledged involving students in the “writing process,” or the strategic processes of drafting, prewriting, revising, and editing. Actively involving students in the writing process, mentored by teachers who write, as well as favorite authors, helps teachers more clearly see which writers need what instruction. When that instruction is targeted and applied within the context of meaningful writing, these skills more readily become the students’ own. Collecting a range of examples of written work over time allows for a valid assessment of a writer’s abilities and needs. Technology provides writers a tool in the composing process, the flexible use of texts, and in presenting new knowledge in combination with other media. Equitable access to technology is a key variable in student experience with and use of this tool. Finally, more recent research into writing and language use clearly shows that students’ knowledge reflects the communities in which they participate. The differences in students’ ways of using language are directly related to the differentiation of their place in the social world. They are both positioned by their use of language, as

well as able to use language in response. For all language users, the mastering of multiple social discourses allows for increased power and access to opportunity—one of the major intents of literacy education. Writing Concepts 1. Students possess knowledge about written language and a variety of forms of writing; quality instruction reflects students’ experience and knowledge. 2. All families and communities engage with literacy and literacy-related activity. Creating ways to bridge these activities and school writing experiences insures greater participation and success with school tasks. 3. The “language arts” develop in concert. Drawing supports writing, writing supports reading; opportunity to use multiple expressions of language increases language learning and ability. 4. Writing is a social activity; writing instruction should be embedded in social contexts. Students can take responsibility in shaping the classroom structures that facilitate their work. 5. Language learning proceeds most successfully when students use language for meaningful purposes. 6. Experience with a particular kind of writing is the best indicator of performance; extensive reading and writing within a particular genre or domain increases successful performance. 7. Writing is effectively used as a tool for thinking and learning throughout the curriculum. 8. Students’ writing and language use reflects the communities in which they participate. The differences in students’ ways of using language are directly related to the differentiation of their place in the social world. Language is a form of cultural capital and some forms of language have more power in society than other forms. 9. Assessment that both benefits individual writers and their teachers’ instructional planning is embedded within curricular experiences and represented by collections of key pieces of writing created over time. 10. Language skills conventions [grammar, punctuation, spelling] are most successfully learned with a combination of carefully targeted lessons applied within the context of meaningful writing. 11. Authors and teachers who write can offer valuable insights to students by mentoring them into process and making their own writing processes more visible. 12. Technology provides writers the opportunity to create and present writing in new and increasingly flexible ways, particularly in combination with other media.

Writer’s Workshop Instructional Help students draft, share, edit, and publish their writing. Give daily mini-lessons on ideas, organization, voice, word choice, sentence fluency, and conventions. The ROLE OF THE EDUCATOR IS: • Work with whole class or small groups of students to provide general guidance on any aspects of writing • Provide specific instruction on mini-lessons • Allow students to select their own topics with feedback from educators • Give individual conferences with writers, giving selected feedback •

WHAT VISITORS WILL SEE: • • • •

Use of word walls, dictionaries, thesaurus, and other resources to help students write Use of words like ideas, organization, voice, word choice, sentence fluency, and conventions used by educators and students Use of mini-lessons for honing the craft of writing Examples of books written by the students displayed and celebrated

WRITER’S WORKSHOP OVERVIEW: 1. Prewriting: This is the very first step. It is in this step that you decide what you will write, who will be your audience, your purpose for writing, and what form you will choose to convey your ideas. You will be doing a lot of brainstorming at this point. 2. Drafting: In this step students will put their ideas into written form. The main focus in this step is content … NOT grammar mechanics and spelling. 3. Revising: The main concern in this step is clarifying content, organization, and style. Author’s Circles are a valuable resource during this step of the workshop. A one page handout that students and/or teachers can use to record notes on material created in the Writer's Workshop during the revising step is included. 4. Editing: This is the step that deals with the grammar mechanics and spelling. The piece should first be self-edited. The next step is turning it into the Editing Center where your peers will edit the piece. An Editing Form will be filled out, clipped to your piece and returned to you. I am going to require each student to work at the Editing Center for a one-week period each quarter. This work will be graded. 5. Publishing: This is when you finish your piece and share it with an audience. Included on this page is a rubric that can be used by students, teachers, or parents to assess the written work. During the daily writer’s workshop, educators and students participate in: • Mini-Lessons (5-10 minutes) on techniques for writing • Writing (35 minutes) for all, while educators observe and have conference with students • Sharing (5-12 minutes) where students shared what they are working on

Writers' Workshop — Best Practice in Teaching Writing — The writers' workshop is exactly what Zemelman, Daniels, and Hyde (1993) identified as a best practice. The writers' workshop can help improve students' writing in the following ways: Increase student ownership and responsibility by: • helping students choose their own topics and goals • using brief teacher-student conferences • teaching students to review their own progress Increase class time spent on writing whole, original pieces through: • establishing real purposes for writing and students' involvement in the task • instruction in, and support for, all stages of writing process • pre-writing, drafting, revising, editing Increase teachers' modeling writing—drafting, revising, sharing—as a fellow author, and as demonstrator of processes Increase the learning of grammar and mechanics in context, at the editing stage, and as items are needed Increase writing for a real audience; publishing for the class and outside communities Increase the use of the classroom as a supportive setting for shared learning through: • active exchange and valuing of students' ideas • collaborative small group work • conferences and peer critiquing that give responsibility for improvement to authors Increase writing across the curriculum as a tool for learning Increase constructive and efficient evaluation that involves: • brief informal responses as students work • thorough grading of just a few student-selected, polished pieces • focus on a few errors at a time • cumulative view of growth and self-evaluation • encouragement of risk-taking and honest expression The writers' workshop is an important part of literacy at both Kendall Demonstration Elementary School and the Model Secondary School for the Deaf. Zemelman, S., Daniels, H., and Hyde, A. (1998). Best

Practice: New Standards for Teaching and Learning in American's School, Second Edition. Portsmouth, NH: Heinemann Books, ISBN 0-325-00091-3

Writer's Workshop: Meeting Indiana Standards with Writer's Workshop

We know that by using Writer’s Workshop as an instructional approach for writing, does meet the Indiana Standards of Learning. One approach for organizing Writer's Workshop is by genre studies. In the first month of school, have the students learn the structure and procedures of the writer’s workshop thus making this a free choice time. In subsequent months or grading periods focus on one particular genre of writing including but not limited to: fiction, non-fiction/inquiries, poetry, memoir, and media (newspaper, magazine, TV, news, and radio). In mini-lessons at the beginning of the writers workshop, show students a particular technique or "skill," share a strategy either you as the instructional leader or another student has found successful (by modeling or example), or read aloud examples of the genre you are currently studying. In order to meet all of the standards in your classroom, also use literature logs and class inquiry studies. Below is an example of how the Language Arts Academic Standards in 5th grade have been met with the combination of Writer's Workshop, literature logs and class inquiry studies. Slight modifications can be made at all grade levels to meet those academic standards, too: Language Arts Standards Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development

Standard 2 READING: Reading Comprehension (Focus on Informational Materials)

Standard 3 READING: Literary Response and Analysis

Standard 4 WRITING: Writing Process Standard 5 WRITING: Writing Applications (Different Types of Writing and Their Characteristics)

Standard 6 WRITING: Written English Language Conventions

Process Writing Connections Substandard NumberActivity 5.1.1 Publishing, Author’s Chair 5.1.2 mini-lesson for spelling strategies 5.1.3 mini-lesson for spelling strategies 5.1.4 mini-lesson for spelling strategies 5.1.5 All genre studies Substandard Number Activity 5.2.1 Inquiries, media genre study 5.2.2 Literature Log, Mini-lesson, Author's Circle, Revising, Editing 5.2.3 Literature Log, mini-lesson, Authors Circle 5.2.4 Literature Log, mini-lesson, Authors Circle 5.2.5 Media genre study Substandard NumberActivity 5.3.1 Poetry genre study, mini-lesson 5.3.2 Mini-lesson on conflict, Authors Circle, 5.3.3 Fiction genre study, mini-lesson 5.3.4 Mini-lesson 5.3.5 Poetry genre study, mini-lesson 5.3.6 Mini-lesson 5.3.7 Authors Circle, Publishing, mini-lesson The writer’s workshop is structured by process writing. Using genre studies all sub-standards can be met. Substandard NumberActivity 5.5.1 Fiction genre study, mini-lesson 5.5.2 Literature Log 5.5.3 Inquiries, 5.5.4 Non-fiction genre study, mini-lesson 5.5.5 Mini-lesson 5.5.6 Pre-writing, mini-lesson Substandard Number Activity 5.6.1 Mini-lesson on prep phases and their importance in writing 5.6.2 Mini-lesson 5.6.3 Mini-lesson, editing 5.6.4 Mini-lesson, editing 5.6.5 Mini-lesson, editing

5.6.6 Mini-lesson, editing 5.6.7 Mini-lesson, editing Standard 7 LISTENING AND SPEAKING: Listening and Speaking Skills, Strategies, and Applications

Substandard NumberActivity 5.7.1 Authors Circle, revising 5.7.2 Authors Circle, Editing, Author's Chair, Publishing 5.7.3 Authors Circle, Editing, Author's Chair, Publishing 5.7.4 Prewriting, inquiry 5.7.5 Inquiry, Author's Circle, revising 5.7.6 Author's Chair, publishing 5.7.7 Mini-lesson, media genre study 5.7.8 Media genre study 5.7.9 Publishing, mini-lesson 5.7.10 Inquiry, publishing 5.7.11 Literature Log

Genres for Report Writing The following is an excerpt from Nancy Atwell's Coming to Know... Writing to Learning in the Intermediate Grades. New Hampshire: Heinemann, 1990. Peter Medway (1988) has written: "Maybe it will be through the pleasure of the text and not the lessons of the text that our students may best be brought into motivated engagement with reading and writing" (176). When teachers admit the many possible forms that school reports might take, they also admit the strong possibility that writers will enjoy writing as well as learn from it. This appendix presents all of the options for reporting knowledge across the disciplines generated by the children and teachers in the writing to learn project. Teachers who plan to invite multigenre reports might wish to review these modes and select those most appropriate for their students and subject areas. It is not a list to hand to children, but a starting point for the teacher who is considering options to present to students and is willing to show children, in conferences and mini-lessons, how the genres work. 1. Individual, bound books for the classroom library. Giacobbe's bookbinding technique, described in Graves (1983, 59-61), is one that children can manage independently from around third grade. 2. Picture books that introduce younger children to a topic and are based on students' knowledge of good, content-area literature for children (e.g.. illustrated books about electricity, black bears, local architecture, the human skeleton). 3. Textbooks for which each student in the class writes a chapter (e.g., the results of statistical surveys conducted by students in a math class, an anthology about life in Ancient Greece, an examination of the effects of World War II on the local community). 4. Correspondence between two real or imagined historical personages (e.g., a woman from ancient Sparta and one from Athens, Thomas Paine and a twentieth-century fifth grader, Harriet Tubman and a young slave). 5. Journals or diaries of real or imagined historical personages (e.g., the diary of a serf, the journal of a young survivor of the flu epidemic of 1918). 6. Oral histories and interviews, transcribed and supplemented by background information, photographs, drawings, poetry, etc. Linda Rief's (1985) eighth-grade study of aging is a lovely example, as are oral histories published in the Foxfire collections edited by Eliot Wigginton (1972-1986). 7. Scripts: radio and television plays to be tape recorded or videotaped; speeches, plays, and skits to be performed; inter-views; and film strips. 8. Historical fiction: short stories about historical personages or about imagined people taking part in important historical events (e.g., a day in a child's life during the plague or on a wagon train, a fictional account of Anne Hutchinson's trial). 9. Autobiographical sketches of real or imagined historical personages or living things (e.g., a first-person account of the boyhood of Alexander the Great, a deciduous tree describes a year in its life). 10. Poetry: collections of poems about a topic (free verse, rhymed, counted syllable and/or acrostic formats) in which information about a topic is embedded. 11. Science fiction: short stories or novellas set in the future or on another planet in which contemporary issues are explored. 12. Animal stories: a favorite genre of third through fifth graders; the stories must strike a balance between presenting the animal as a character and giving an accurate account of its existence without anthropomorphizing it (see Wilde 1988).

13. How-to books in which students pass on specialized knowledge related to a unit of study (e.g., blacksmithing, trapping, tapestry weaving, stargazing, reducing fractions). 14. Field guides that describe characteristics of a particular species or community. 15. Class or individual newspapers in which each article, column, advertisement, editorial, interview, want ad, and cartoon is related to a time and place in history (e.g., a Boston newspaper of 1776, a Gettysburg paper from 1863). 16. Columns or feature articles published in the local newspaper (e.g., an interview with a local artist, a story about the nesting habits of the osprey, Christmas in Maine in Colonial times). 17. Math concept books: short stories or picture books in which mathematical information is embedded. 18. Recipes of a period or people: foods eaten in ancient Rome, during Medieval times, by Native Americans, etc. 19. Games and puzzles that demonstrate and require a knowledge of a time, place, or unit of study (e.g., a trivia game about Portland, a crossword puzzle with the solar system as its theme). 20. Annotated catalogs of artifacts (e.g., the dress of men and women of ancient Greece; cooking implements found in the kitchen at Sturbridge Village). 21. Annotated family trees of real or imagined historical personages (e.g., Greek gods and goddesses, a passenger on the Mayflower). 22. Friendly letters to individuals outside the classroom in which students describe their new knowledge and what it means to them (e.g., letters to pen pals from another school, grandparents, cousins, and other relatives). 23. Bulletin boards of drawings or photos with accompanying text (e.g., plants that grow in the desert, Portland then and now). 24. Choose-your-own-adventure stories in which success in proceeding through the story is based on specific knowledge of math or science concepts. 25. Posters, murals, time lines, and mobiles that include text (e.g., a dinosaur mobile, a mural depicting the destruction of Pompeii, a poster showing a plant's life cycle). 26. Coloring books with accompanying text, to be photocopied for classmates and/or younger children (e.g., scenes from New England states, the Underground Railroad, the life of a hermit crab). 27. Calendars, each page annotated with a drawing and text related to the topic (e.g., a Medieval knight's calendar, a calendar for stargazers, a puffin calendar). 28. Alphabet books in which each letter supplies relevant information about the topic (e.g., a Beverly Cleary ABC, an astronaut's ABC, a geologist's ABC). 29. Pop-up books in which the format replicates a natural phenomenon (e.g., the solar system, the earth's layers). 30. Shadow boxes and dioramas with accompanying text (e.g., the habitat of the eastern panther, Anne Frank's secret annex. the parts of a stem).

Helpful Hints 1. To best meet these standards, teachers must carefully plan mini-lessons. 2. Students might want to keep a writing notebook or journal. 3. Literature logs are wonderful counterparts to the writers workshop. Include the book title, author, summary, and response for each book read. The response could be anything which illustrated a deep understanding or connection with the piece. Students can mention literary techniques they learned from a piece and intend to use in their next piece. 4. Inspiration (http://www.inspiration.com) is a great tool for prewriting and research planning! 5. Inquiries are basically research projects that go further than the traditional topical research paper. Students must do something with the gathered research. 6. Try to integrate the writing process with other content areas. A good example might be to send a science fair report through the process. 7. Reading good literature to the class as a mini-lesson can demonstrate a literary technique and give inspiration. 8. Teachers should structure the writing process for the entire year, incorporating different genres and subject areas. 9. Be sure each writers workshop session is structured in a predictable manner--kids will spend more time on task and less wondering what will happen next. One uninterrupted hour per day works best. 10. Teachers should allow some pieces to be free choice for the student, other pieces can be “suggested”/assigned by teacher. 11. Also, remember that ALL pieces may not need to go through the entire writing process. 12. Author’s Circles should include no more than 5 students at a time. 13. Student editors can work in pairs. 14. Students must be encouraged to refine ideas before attempting editing. 15. Give students opportunities to read appropriate pieces to other students/classes/audiences. This can be done on a given day with an Author's Chair. 16. Clip art and font variations should be the finishing touches to the piece…not the whole piece! 17. Perhaps get the art and music teacher involved in publishing. 18. Using word processing allows students to focus on clarification of ideas. 19. Be sure to demonstrate how to effectively use spell-check. This is a good mini-lesson which can be repeated several times.

Classroom Poster

PREWRITING Brainstorming topic ideas, deciding genre and audience.

Classroom Poster

DRAFTING Putting the decisions made in the prewriting stage into action in rough form. Ideas are most important at this point.

Classroom Poster

REVISING Reworking content to communicate your ideas and messages clearly.

Classroom Poster

EDITING Checking and correcting grammar and spelling.

Classroom Poster

PUBLISHING Finishing and sharing the piece with an audience

The Mentor Text Collection A mentor text is: "a piece of literature that is chosen and used by an individual to study craft or some aspect of craft."

WW Drafting Rules 1)

Name and Date on every paper

Skip Lines

No Erasing

Number pages

Save everything

Popsicle Stick Status of the Class

Prerequsites for a successful Writing Workshop

Framework (Ralph Fletcher: WW: The Essential Guide) • Mini Lesson • Status of the Class • Write/conference • Share

Conditions (Donald Graves: A Fresh Look At Writing) • Time • Choice • Response • Demonstration • Community • High Expectations • Evaluation

Three Levels of Writing (Rhoda Maxwell: Writing Across the Curriculum) • Level 1 • Level 2 • Level 3

Honor the “Ish” (Peter H. Reynolds: Ish)

Mentor Text Sets

(Ralph Fletcher, Carl Anderson)

WW Finesse First Aid Tips 1.

Time stamp

The Tap Plan

Corral Writers

Work the Room

“Have A Go” after the mini

Data: Collect It and Pass It On

Popsicle Status of the Class

Attitude (Use the power of the “Ish”)

Alumni Guest Writers

10.

Environment

1 1.

Applauses

12.

Have Shares identified

13. Mini Lesson Pics can be viewed at: http://zzwriter.com/mini 14.

Technoliteracy:

Blogs

15.

Podcasting:

16.

Student Handbook / from mini lessons

17.

Collect, Collect, Collect

MP3 Files using Audacity

Sample “Have A Go” Forms

Personification: (Rock, Fog, Branch, other) ____________________________________________________ ____________________________________________________ ____________________________________________________ ________________________

Similes: ____________________________________________________ ____________________________________________________ ____________________________________________________ ________________________

Explode A Moment: ____________________________________________________ ____________________________________________________

____________________________________________________ ________________________

Classroom Books on Writing Instruction • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Anderson, Carl. How’s It Going?: A Practical Guide to Conferring with Student Writers. Portsmouth, NH: Heinemann, 2000. Anderson, Carl. Assessing Writers. Portsmouth, NH: Heinemann, 2005. Angelillo, Janet. Writing to the Prompt: When Students Don't Have a Choice. Portsmouth, NH: Heinemann, 2005 Angelillo, Janet. A Fresh Approach To Teaching Punctuation. Jefferson City, MO: Scholastic, 2002 Angelillo, Janet. Writing About Reading: From Book Talk to Literary Essays, Grades 3-8. Portsmouth, NH: Heinemann, 2003 Angelillo, Janet. Making Revision Matter: Strategies for Guiding Students to Focus, Organize, and Strengthen Their Writing Independently (Theory and Practice). Jefferson City, MO: Scholastic, 2005 Atwell, Nancie. In the Middle: New Understandings about Writing, Reading, and Learning. Portsmouth, NH: Boynton/Cook: Heinemann. 1998. Atwell, Nancie. Naming the World: A Year of Poems and Lessons. Firsthand, 2005 Atwell, Nancie. Coming to Know: Writing to Learn in the Intermediate Grades (Workshop Series) Portsmouth, NH: Heinemann, 1989 Atwell, Nancie. Lessons That Change Writers. Portsmouth, NH: Heinemann, 2002 Avery, Carol. …And With a Light Touch. Portsmouth, NH: Heinemann, 2002 Bomer, Randy. A Time for Meaning. Portsmouth, NH: Heinemann, 1995 Burke Jim. Writing Reminders: Tools, Tips, and Techniques. Portsmouth, NH: Heinemann, 2003. Burke Jim. The English Teacher’s Companion: A Complete Guide to Classroom, Curriculum and the Profession. Portsmouth, NH: Boynton/Cook, 1999. Calkins, Lucy. The Art of Teaching Writing. Portsmouth, NH: Heinemann, 1986. Calkins, Lucy. Units of Study for Primary Writing. Portsmouth, NH: Heinemann. 2003. Calkins, Lucy. Units of Study for Grades 3-5. Portsmouth, NH: Heinemann, 2005. Christenbury, Leila. Making the Journey Being and Becoming a Teacher of English Language Arts. Portsmouth, NH: Boynton/Cook Heinemann, 2002. Cruz, Colleen. Independent Writing. Portsmouth, NH: Boynton/Cook Heinemann, 2004. Culham, Ruth and Amanda Wheeler. Writing to Prompts in the Trait-Based Classroom Literature Response, Prompts that Provide all the Elements Students Need to Start Writing: A Role, Audience, Format, Topic, and Strong Verb (R.A.F.T.S.). New York: Scholastic, 2003. Daniels, Harvey. Teaching the Best Practice Way, K-12. Portland ME: Stenhouse Publishing, 2002. Davis, Judy and Sharon Hill. The No-Nonsense Guide to Teaching Writing: Strategies, Structures, Solutions. Portsmouth, NH: Boynton/Cook Heinemann, 2003. Fletcher, Ralph. Boy Writers: Reclaiming Their Voices. Portland, Maine: Stenhouse Publishing, 2006. Fletcher, Ralph. The Writer’s Notebook. New York, NY: Harper Collins, 1996. Fletcher, Ralph. Live Writing. New York, NY: Avon Books, 1999. Fletcher, Ralph. How Writers Work. New York, NY: Harper Collins, 2000. Fletcher, Ralph. Poetry Matters. New York, NY: Harper Collins, 2002. Fletcher Ralph and JoAnn Portalupi. What a Writer Needs. Portsmouth, NH: Heinemann, 1993. Fletcher Ralph and JoAnn Portalupi. Craft Lessons. Portland ME: Stenhouse Publishing, 1998. Fletcher Ralph and JoAnn Portalupi. Nonfiction Craft Lessons. Portland ME: Stenhouse Publishing, 2001 Fletcher Ralph and JoAnn Portalupi. Writing Workshop. Portsmouth, NH: Boynton/Cook, 2001. Fletcher Ralph and JoAnn Portalupi. Teaching the Qualities of Writing. Portsmouth, NH: Heinemann, 2004.

• • • • • • • • • • • • • • • • • • • • • • • • • • • •

Fountas, I.C., and G.S. Pinnell. Guiding Readers and Writers 3-6. Portsmouth, NH: Heinemann, 2000. Gere, Anne Ruggles, Leila Christenbury and Kelly Sassi. Writing on Demand, Best Practices and Strategies for Success. Portsmouth, NH: Heinemann, 2005. Graves, Donald. A Fresh Look at Writing. Portsmouth, NH: Heinemann, 1994. Graves, Donald. Inside Writing: How To Teach The Details of Craft. Portsmouth, NH: Heinemann, 2006. Harvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Portland ME: Stenhouse Publishing, 1998 Harwayne, Shelley. Going Public. Portsmouth, NH: Heinemann. 1999. Harwayne, Shelley. Lifetime Guarantees: Toward Ambitious Literacy Teaching. Portsmouth, NH: Heinemann, 2000. Harwayne, Shelley. Writing Through Childhood: Rethinking Process and Product. Portsmouth, NH: Heinemann, 2001. Heard, Georgia. Awakening the Heart. Portsmouth, NH: Heinemann, 1998. Heard, Georgia. The Revision Toolbox: Teaching Techniques That Work. Portsmouth, NH: Heinemann, 2002. Hillocks, George Jr. The Testing Trap: How State Writing Assessments Control Learning. New York, NY: Teachers College Press, 2002. Holbrook, Sara and Salinger, Michael. Outspoken! How to Improve Writing and Speaking Skills Through Poetry Performance. Portsmouth, NH: Heinemann, 2006. Jago, Carol. Beyond Standards: Excellence in the High School English Class. Portsmouth, NH: Boynton/Cook, 2001. Johnston, Peter. Choice Words. Portland ME: Stenhouse Publishing, 2004. Lane, Barry. After the End. Portsmouth, NH: Heinemann, 1999. Marzano, Robert J., Debra J. Pickering and Jane E. Pollock. Classroom Instruction that Works, Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Ray, Katie Wood. Wondrous Words. Urbana, IL: NCTE, 1999. Ray, Katie Wood. What You Know By Heart. Portsmouth, NH: Heinemann, 2002. Ray, Katie Wood. About the Authors Writing Workshop with our Youngest Writers. Portsmouth, NH: Heinemann, 2004. Ray, Katie Wood. Study Driven: A Framework for Planning Units of Study in the Writing Workshop. Portsmouth, NH: Heinemann, 2006. Ray, Katie Wood with Lester Laminack. The Writing Workshop Working Through the Hard Parts (And They’re All Hard Parts). Urbana IL: NCTE, 2001 Romano, Tom. Crafting Authentic Voice. Portsmouth, NH: Heinemann, 2004. Romano, Tom. Blending Genre, Altering Style: Writing Multigenre Papers, Portsmouth, NH: Boynton/Cook, 2000. Spandel, Vicki. Creating Writers Through 6-Trait Writing Assessment Instruction. New York, NY: Addison Wesley Longman, 2001. Stead, Tony. Is That A Fact? Teaching Nonfiction Writing K-3. Portland ME: Stenhouse Publishing, 2001. Weaver, Constance. Teaching Grammar in Context. Portsmouth, NH: Boyton/Cook, 1996. Zemelman, Steven, Harvey Daniels and Arthur Hyde. Best Practice: New Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann, 1998. Zemelman, Steven, Harvey Daniels and Arthur Hyde. A Community of Writers, Teaching Writing in the Junior and Senior High School. Portsmouth, NH: Heinemann, 1988.

Classroom Assessment Resources • • • • • • • •

Anderson, Carl. Assessing Writers. Portsmouth, NH: Heinemann, 2005. Cambourne, Brian, and Jan Turbill. Responsive Evaluation: Making valid judgments about student literacy. Eleanor Curtain Publishing (Australia), 1996. Culham, Ruth. 6+ 1 Traits of Writing: The Complete Guide (Grades 3 and Up) .Teaching Resources, 2003. Culham, Ruth 6+ 1 Traits of Writing: The Complete Guide for the Primary Grades. Teaching Resources, 2005 Culham, Ruth, and Amanda Wheeler. Writing to Prompts in the Trait-Based Classroom: Content Areas. Prompts that Provide all the Elements Students Need to Start Writing: A Role, Audience, Format, Topic, and Strong Verb (R.A.F.T.S.). New York: Scholastic. 2004. Gere, Anne Ruggles, Leila Christenbury and Kelly Sassi. Writing on Demand, Best Practices and Strategies for Success. Portsmouth, NH: Heinemann. 2005. Spandel, Vicki. Creating Writers Through 6-Trait Writing Assessment and Instruction. New York: Addison Wesley Longman. 2001. Spandel, Vicki. Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms. Pearson / Allyn & Bacon, 2003.

For additional documentation visit Indiana Writing Summit: “The Neglected R” , visit www.thewritingsite.org

GRAPHIC ORGANIZERS

Mini Lessons There are three kinds of Mini Lessons in a Writing Workshop: 1. Procedural 2. Craft 3. Skills The writing teacher must assess what he knows about writing as an adult writer. The teacher must also be guided by state standards and assessments. The richest source of information can be gleaned from the students writing. On the following two pages you will find a data collection form and a mini lesson planning sheet.

The writer can be rated as novice, apprentice, proficient or distinguished writer in the three categories of procedure, craft and skills. It is important to note any words or phrases that shine through the piece. You may note this “gem” on the data collection sheet to remind you to discuss it with the young writer.

Writing Workshop Data Collection Apprentice

Proficient

Gems 

Distinguished

Procedures

Skills

Craft

Novice

Name:

Date:

Grade:

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NL:

Writing Workshop Mini Lessons from Data Collection Whole Group Mini Lesson:

Small Group Mini Lesson:

Date: Craft, Skills or Procedure: Prep Needs:

Date: Craft, Skills or Procedure: Prep Needs: 1. 2. 3. 4. 5. 6. 7.

Whole Group Mini Lesson:

Small Group Mini Lesson:

Date: Craft, Skills or Procedure: Prep Needs:

Date: Craft, Skills or Procedure: Prep Needs: 1. 2. 3. 4. 5. 6. 7.

THE THREE LEVELS OF WRITING Rhoda J. Maxwell

David Stoner

IUSWP

2007

Seven Conditions for a Successful Writing Class A Fresh Look At Writing, by Donald Graves

David Stoner

IUSWP

2007

David Stoner

IUSWP

2007

Cambourne’s Conditions of Language Learning (1988)

David Stoner

IUSWP

2007

Desktop Conferences Teacher asks: “How’s It Going?” Student responds with:

Teacher: The teacher must decide whether to get on the same line of thinking as the writer or to redirect the student’s writing intentions.

David Stoner

2007

IUSWP

Holdaway’s Model of Student Learning (1979)

David Stoner

IUSWP

2007

IUSWP Strands

David Stoner

2007

IUSWP

Writing Workshop Planning Form Date: _________________________________________ School: ________________________________________ Created by: _____________________________________

Grading Period I Standards _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ ______________________

Mini Lessons / Strategies _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ ______________________________

Grading Period IV Standards

Mini Lessons / Strategies

IUSWP

_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _____________ _________________________________________________ _________________________________________________ _____________

2007

Mini Lessons / Strategies

David Stoner

Grading Period II Standards

Grading Period III Standards _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _

Mini Lessons / Strategies _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ ______________________________

Grading Period IV Standards

Mini Lessons / Strategies

Lead Roles in a Conference…

David Stoner

2007

IUSWP

Lead Roles in a Conference

David Stoner

2007

IUSWP

Sample Mini lesson Ideas

David Stoner

2007

IUSWP

“On the Fly” Desk Conferences _______________________________________ Teacher: • “How’s it going?” Student:

• “I’m working on a fiction piece titled Man from the Center of the Earth.” (What are they working on?) • “I’m drafting and I’m now on page 3”. (Where they are in the process.) • “When I’m done drafting I want to ask Zach if he’ll have a P/Q content conference with me.” (What the writer will do next.)

Make the determination if the student is on the right track or needs to be redirected by the teacher.

Procedures for Setting Up Work Sessions in WW

David Stoner

2007

IUSWP

PROCESS WRITING STEPS Life Experiences

David Stoner

2007

IUSWP

Process Writing Steps

David Stoner

2007

IUSWP

Ingredients for a Successful Writing Workshop David Stoner IUSWP 2007

Seven Conditions for a Successful Writing Workshop A Fresh Look at Writing, Donald Graves 1994

David Stoner

2007

IUSWP

Successful Progression of Writing Instruction

Guiding Readers and Writers: Teaching Comprehension, Genre, and Content Literacy -by

Irene C. Fountas &, Gay Su Pinnell 2001 David Stoner

2007

IUSWP

INGREDIENTS FOR A SUCCESSFUL WRITING WORKSHOP

Rhoda Maxwell’s: Three Levels David Stoner IUSWP 2007

The Teacher’s Role in a Conference First Part of the Conversation

The Teacher’s Role in a Conference Second Part of the Conversation

The Student’s Role in a Conference First Part of the Conversation

The Student’s Role in a Conference Second Part of the Conversation

Writing Workshop Format

David Stoner

IUSWP

2007