Book ClubMeeting #2

September 21, 2011

Dr. Eddie Frasca-StuartDr. Lindsey Sides

WELCOME TO ELLUMINATE• Is everyone comfortable?

• Any adjustments that need to be made?

• Did everyone receive the emails?

Thank you for your flexibility.

Introductions• Moderator – Eddie Frasca-Stuart, BCIU– Virtual Book Club Participants

Today’s Agenda

Introductions

Routines

Classroom Expectations

The Role of the Writer’s Notebook

Mini-Lessons

Day By Day:Refining Writing Workshop Through 180 Days of Reflective Practice

• Authors: Ruth Ayres & Stacey Shubitz• Book Design– Six Chapters

• Three Cycles per Chapter

– Topics• Routines• Mini-Lessons• Choice• Mentors• Conferring• Assessment

Book Club Schedule

August 10 or September 14 – face-to-face meeting

All other meetings are virtual, 3:30 PM – 4:30 PM:September 21 Chapter 2: Mini-Lessons*

October 19 Chapter 3: Choice* December 7 Chapter 4: Mentors* February 8 Chapter 5: Conferring* April 18 Chapter 6: Assessment*

*In addition to reading the assigned chapters, participants are expected to maintain a reading response journal and respond to each 'Challenge' and 'Reflective Practice' question embedded in the chapters.

Work TimeMiniLessonSharing

Writer’s

Notebook

Components of a Writing Workshop

Management Issues•Choice•Time: 3-5x/wk•Space•Materials

WORK TIME30-45 MINUTES

MINI-LESSON5-15 MINUTES

SHARING5-15 MINUTES

Chapter 1: Routines

• General Procedures page 8• Classroom Expectations page 10• Writer’s Notebooks

page 24

As a group, what questions, concerns, great ideas come to mind in these three areas?

Protocol for Discussion

• 5 people in each Break Out Room• Designate a timekeeper & recorder/reporter• 2 minute response time for each participant• At the end of response time, the group needs

to generate a summary of the discussion– Include at least 3 key points – Include any questions, concerns, etc

• Reporter – report out

Chapter 2: Mini-Lessons

• Cycle 1: Meaningful Mini-Lessons– Keeping It Authentic– Lessons They Can’t Help but Remember– Strings of Mini-Lessons– Responding to Needs– Effective and Short– Strong Connections– Active Involvements: Learning by Doing– Concrete Images for Support– Endless Possibilities for Teaching from Text– Bookend the Mini-Lesson

• Which of these topics attracted you the most? Why?

Protocol for Discussion

• 5 people in each Break Out Room• Designate a timekeeper & recorder/reporter• 2 minute response time for each participant• At the end of response time, the group needs

to generate a summary of the discussion– Include at least 3 key points – Include any questions, concerns, etc

• Reporter – report out

Chapter 2: Mini-Lessons• Cycle 2: Teaching Conventions in Mini-Lessons

– The Power of Conventions– Stage Directions for Writing– A Sign of Growth– Writing Under the Influence of Mentor Sentences– Always Draft with Conventions – Always!– Artful Use of Conventions Creates Voice– Conventions During Revision– How to Edit Well– Taking Risks with Conventions– Fun with Conventions

• How have you traditionally taught conventions? What is your response to incorporating conventions into mini-lessons?

Protocol for Discussion

• 5 people in each Break Out Room• Designate a timekeeper & recorder/reporter• 2 minute response time for each participant• At the end of response time, the group needs

to generate a summary of the discussion– Include at least 3 key points – Include any questions, concerns, etc

• Reporter – report out

Chapter 2: Mini-Lessons

• Cycle 3: Making Our Teaching Stick– Repeating & Coming Back to the Teaching Point– Lifting the Level of the Structure of Mini-Lessons– Using Technology in Mini-Lessons– Teach the Skills, Not Just the Technology!– Brain-Based Mini-Lessons– Anchor Charts in the Classroom– Remembering Mini-Lessons– Exit Slips– Co-Teaching for Memorable Lessons– Toot Your Own Horn

Exit Ticket“See” you in October - October 19, 2011

REMINDER: Read Chapter 3: CHOICEJournals: Challenges & Reflective Practice – Use in

Meaningful Mannerwww3.bucksiu.org/daybyday

The Writer’s Notebook

A critical piece of your writing workshop!

What is a Writer’s Notebook?

A blank book where a writer can engage in the fun, often messy job of being a writer - practicing, listening, playing with language, gathering images and insights and ideas.

Purpose: to nourish the writer

A Writer’s Notebook is Not…

A reading log A new name for the “journal” kids

know only too well A response journal in which

student and teacher conduct a back-and-forth dialogue

A booklet for students to collect teacher-generated worksheets or support material for writing.

What’s In? What’s Out?

In the Notebook• Daily entries - strategies for

launching the notebook• Finding patterns - rereading and

marking patterns in writing• Collecting around a topic -

strategies for thinking about a topic

• Revision strategies - trying different things for a draft

• Editing, grammar notes – class notes on grammar and editing skills

Out of the Notebook• Drafts

• Revisions

• Editing

• Final Copy

21

“When you end your notebook, you’ll probably take one look at it and say, “Okay, now what am I supposed to do with this?” And you’ll stand there, mind blank and puzzled, doing nothing. Well, what are you supposed to do with it? Whatever you want. But don’t throw it out. It’s your childhood, your life…”

Carey and Annie, age 8

…incorporating choice within structure….gives our students the opportunity to record their childhood memories.

Strategies for Random Gatherings

Writing Territories Today I Will… Responding to the World

Heart Mapping Good Ideas/ Bad Ideas

Celebrations

Lift a Line List and Star Fierce Wonderings

4 Ways to Use a Writer’s Notebook:

RANDOM GATHERINGS

SPECIFIC GATHERINGS

PLANNING

TRYING THINGS OUT