Project WRITE:Project WRITE:An MDE Title II GrantAn MDE Title II Grant

To Study Adolescent LiteracyTo Study Adolescent LiteracyGull Lake Writers’ RetreatGull Lake Writers’ Retreat

June 26 - 28, 2009 June 26 - 28, 2009

Presented by Red Cedar Writing Project Presented by Red Cedar Writing Project

at MSUat MSU

in conjunction with in conjunction with

Clinton RESA, Flint Schools, Genesee ISD, Ingham Clinton RESA, Flint Schools, Genesee ISD, Ingham ISD, Lansing Schools, and Shiawassee RESDISD, Lansing Schools, and Shiawassee RESD

Facilitator: Facilitator: Liz WebbLiz Webb

Introductions of Presenters and Introductions of Presenters and Project WRITE personnelProject WRITE personnel

• Janet SwensonJanet Swenson: Assistant Dean of the College of Arts of Letters at MSU, : Assistant Dean of the College of Arts of Letters at MSU, director of the grant and grant writerdirector of the grant and grant writer

• Liz WebbLiz Webb: Facilitator of Project WRITE and Red Cedar Writing Project : Facilitator of Project WRITE and Red Cedar Writing Project Teacher Consultant (RCWP)Teacher Consultant (RCWP)

• Sue StephensSue Stephens: Clinton RESD/Shiawassee RESD partner and grant writer : Clinton RESD/Shiawassee RESD partner and grant writer • Mary RossMary Ross: Flint Schools’ partner: Flint Schools’ partner• Sharon ArmstrongSharon Armstrong: Genesee ISD partner: Genesee ISD partner• Amy Kilbridge and Kathy Dewsbury WhiteAmy Kilbridge and Kathy Dewsbury White: Ingham ISD partners: Ingham ISD partners• Bethany DeschaineBethany Deschaine: Lansing Schools’ partner: Lansing Schools’ partner• Paul LeMahieuPaul LeMahieu, Professor at UC Berkeley and National Writing Project , Professor at UC Berkeley and National Writing Project

assessment expertassessment expert• Andrea ZellnerAndrea Zellner: RCWP PD Coordinator,Teacher Consultant, Technology : RCWP PD Coordinator,Teacher Consultant, Technology

LiaisonLiaison• Carol FennCarol Fenn: Secretary at the MSU Writing Center: Secretary at the MSU Writing Center• Theresa MarquezTheresa Marquez: Secretary to Janet Swenson: Secretary to Janet Swenson

Goals and Objectives of the GrantGoals and Objectives of the Grant

• Improve adolescent literacyImprove adolescent literacy• Build a learning community within the cohortBuild a learning community within the cohort• Utilize technology and best practices within the grant Utilize technology and best practices within the grant

and in the classroom to move all students to and in the classroom to move all students to excellence in literacyexcellence in literacy

• Recognize and address the gender gap being Recognize and address the gender gap being documented in mid-Michigan test resultsdocumented in mid-Michigan test results

• Focus on and refine assessment of student writing Focus on and refine assessment of student writing and the use of technology for learningand the use of technology for learning

• Read, utilize and possibly conduct researchRead, utilize and possibly conduct research• Build capacity with teacher leadersBuild capacity with teacher leaders

ProtocolsProtocols

• Relax!!! Relax!!! • Take a deep breath…Take a deep breath…• Enjoy.Enjoy.• Participate fully in all Participate fully in all

activities: WRITE and activities: WRITE and READREAD

• Take care of your needsTake care of your needs• ReflectionsReflections• Pair sharePair share• Small groupsSmall groups• Large group discussionLarge group discussion• Monitor Our AirtimeMonitor Our Airtime• Entrance Slips/Exit slipsEntrance Slips/Exit slips• Parking Lot concernsParking Lot concerns

Project WRITE Summer ExtensionProject WRITE Summer Extension2009 Professional Development 2009 Professional Development

ActivitiesActivities

• Tier II introduction to Project WRITETier II introduction to Project WRITE: June 18, 2009: June 18, 2009• Gull Lake Writers’ RetreatGull Lake Writers’ Retreat: June 26-28, 2009: June 26-28, 2009• Improving Response and AssessmentImproving Response and Assessment: July 23 (full day) : July 23 (full day)

July 27,28, 29 30, ½ days online; SeptJuly 27,28, 29 30, ½ days online; Sept 19, 200919, 2009

• Summer Technology InstituteSummer Technology Institute: Aug 4, 5, 6,2009: Aug 4, 5, 6,2009

Gull Lake Objectives

• Teachers-as Writers: Teachers produce authentic models of writing to share with students (Experience what your students experience when asked to write)

• Teachers produce authentic models of writing to share with students

• Focus: the QUALITY issue: Once we get students writing (using pen and paper or technology), what do we do to improve the quality of that writing?

• Motivating prompts…Conference…Revise…Model• Revise…Revise…Edit…Polish…Publish • Teach these things multiple times in multiple ways

Gull Lake Overview: Gull Lake Overview: Afternoon/Evening,Afternoon/Evening, June 26, 2009June 26, 2009

• Check-in: 3-5 p.m.Check-in: 3-5 p.m.• Meet and Greet: Tier I and Tier II Teachers meet one another (Name Tags)Meet and Greet: Tier I and Tier II Teachers meet one another (Name Tags)• Dinner 6 – 7 p.m.Dinner 6 – 7 p.m.• Meeting room 7:15Meeting room 7:15• Gull Lake Objectives Gull Lake Objectives • Hand out books: Read for tomorrow: chptr 4 and chptr 18, in Hand out books: Read for tomorrow: chptr 4 and chptr 18, in Teaching the Teaching the

Neglected “R”Neglected “R” • Writing Prompt: “This I Believe…” model/promptWriting Prompt: “This I Believe…” model/prompt• Share a line or two Share a line or two • Using the ElmoUsing the Elmo• Theoretical Base: Brian Cambourne – How we’ll use his ideas this weekendTheoretical Base: Brian Cambourne – How we’ll use his ideas this weekend• Handouts: Writing prompts and grammar lessons by individualsHandouts: Writing prompts and grammar lessons by individuals• Tonight: Do some reading or writingTonight: Do some reading or writing• Tomorrow: Any takers for a Sunrise Hike and Write?Tomorrow: Any takers for a Sunrise Hike and Write?• Breakfast: 7 – 8:00 a.m.Breakfast: 7 – 8:00 a.m.• Convene in meeting room: 9 a.m.Convene in meeting room: 9 a.m.

Gull Lake OverviewMorning, June 27, 2009

• Sunrise Hike and Write 6:30 a.m.• Breakfast: 7 a.m. – 8 a.m. • Peruse books, share a piece of writing with a friend, or write

something new• Meeting Room 9 a.m. (Snacks in mid-morning)• Discuss chptrs 4 and 18 in Teaching the Neglected “R”• Writing Marathon: Overview -- Go!!!• Return from the Writing Marathon Read Around: 11:30• Lunch: 12 – 1 p.m.

Gull Lake OverviewAfternoon and Evening, June 27, 2009

• Meeting Room: finish the Marathon Read-around 1 p.m.• Reflection on the Marathon• Revision suggestions• Conferencing: Teach all conferencing intentionally• Sacred Writing Time to work on something you have started this

weekend• Poetry Prompt • Editing mini-lesson: Weave together ideas from Weaver and

Kilgallon to make the reading writing connection • Dinner: 6 – 7 p.m• Writing Prompts PW teacher: Essay starts needed (contrast

comparison and cause/effect on this year’s MEAP)• Lakeside/meeting room reading of another piece of writing• Tonight: Reading Assignment: Burke’s Writing Reminders, chptr 38• Tonight: Share a piece of writing with your roommate or new friend

Gull Lake Overview:Gull Lake Overview:Morning, June 28, 2009Morning, June 28, 2009

• Sunrise hike and write: (6:30 a.m.)Sunrise hike and write: (6:30 a.m.)• Breakfast: 7 – 8 a.m.Breakfast: 7 – 8 a.m.• Meeting Room: 9 a.m.Meeting Room: 9 a.m.• Discuss Burke chapterDiscuss Burke chapter• Discuss: Where are we on our focus – Discuss: Where are we on our focus – the quality issuethe quality issue??• Groups revisit Cambourne ideas posted on the wallGroups revisit Cambourne ideas posted on the wall• Share more prompts and mini-lessons: conference, revision, editShare more prompts and mini-lessons: conference, revision, edit• Sacred Writing Time: Annotate your best piece of writingSacred Writing Time: Annotate your best piece of writing• Discuss publication: the wiki or Discuss publication: the wiki or www.lulu.com• Final read-around Final read-around • Check out time: 11:00 a.m.Check out time: 11:00 a.m.• LunchLunch• FarewellFarewell

Things to do if you find yourself with free time at Gull Lake

• Read in one of your toolkit books or one of Liz’s• Conference something you have read with

another teacher• Create a writing assignment for the opening

day of school to foster community building• Write something new• Visit and dig into the resource page on the

Project WRITE wiki• www.projectwritemsu.wikispaces.org/

Roles as TeachersRoles as Teachers

• Teachers-as-Writers Teachers-as-Writers • Teachers-as- Readers Teachers-as- Readers • Teachers-as-CollaboratorsTeachers-as-Collaborators• Teachers-as-Users-of-Teachers-as-Users-of-

TechnologyTechnology• Teachers-as-Assessors of Teachers-as-Assessors of

student writing and student student writing and student use of technology for use of technology for learninglearning

• Teachers-as-Researchers: Teachers-as-Researchers: Learn to love the hard Learn to love the hard questionsquestions

• Teachers-as-LeadersTeachers-as-Leaders

Books

• New book: Teaching the Neglected “R:” Rethinking Writing Instruction in Secondary Classrooms edited by Thomas Newkirk and Richard Kent

• Read chptr 4, “The Writing Conference” by Terry Moher and 18, “Writers Reading Local Places” by Kim Stafford for Saturday

Teachers-as-WritersTeachers-as-Writers

• This I Believe…This I Believe…• Writing MarathonWriting Marathon• OthersOthers

“This I Believe…”Edward R Morrow and NPR

• Models:

• http://www.npr.org/templates/story/story.php?storyId=4538138

Brian Cambourne’sBrian Cambourne’s “Conditions of Learning”“Conditions of Learning”

• Write a Reflection on Learning. (Low Tech or Write a Reflection on Learning. (Low Tech or save to a Word document)save to a Word document)

• Think of a time when you learned something Think of a time when you learned something (not necessarily school related, but it might be)(not necessarily school related, but it might be)

• How did the learning happen?How did the learning happen?• Who else was involved?Who else was involved?• Is this memory pleasant or painful? (either is Is this memory pleasant or painful? (either is

fine)fine)• Share a few with the large groupShare a few with the large group

Theoretical BaseTheoretical Base• Brian Cambourne: Brian Cambourne: “Conditions of Learning”“Conditions of Learning”• Easel Paper: Easel Paper: Easel Paper: Note ways to incorporate Easel Paper: Note ways to incorporate

these ideas into your classroom throughout the these ideas into your classroom throughout the weekend. Put up your ideas.weekend. Put up your ideas.

• ImmersionImmersion• EngagementEngagement• ApproximationsApproximations• UseUse• DemonstrationsDemonstrations• High ExpectationsHigh Expectations• Responsibility/OwnershipResponsibility/Ownership• FeedbackFeedback

Brian Cambourne’s Brian Cambourne’s “Conditions of Learning”“Conditions of Learning”

Immersion (surround with reading and writing)Demonstration (model – teacher/students/others)Expectations (high with great good humor)Responsibility (individual choice, integrity and empowerment)Use (read, write and/or use technology daily)Approximation (accept efforts while moving to correctness)Response (peer and teacher)Engagement (all motivated to participate fully

Harvey Daniels, Harvey Daniels, Steven Zemelman,Steven Zemelman,and Arthur Hyde:and Arthur Hyde: Best Practice: Best Practice: New Standards for TeachingNew Standards for Teaching and Learning and Learning in America’s Schoolsin America’s Schools

HandoutsHandouts

• Sharing the best writing promptSharing the best writing prompt

• Sharing the best mini-lesson on Sharing the best mini-lesson on grammar/usagegrammar/usage

• Pick them upPick them up

Tonight

• Do a bit of reading and/or writing

• Share a piece of writing or an idea for teaching with your roommate

Teaching the Neglected “R”

• Pair Share – Large group discussion

• “The Writing Conference,” by Terry Moher (chptr 4)

• “Writers’ Reading Local Places,” by Kim Stafford (chptr 18)

Writing Marathon

• Directions handout

• Enjoy!

• Return by 11:30

• Read Around

Conferencing/Revision Suggestions

• Handouts on conferencing

• PQS

• Fish Bowl

• Teacher conferencing

Sacred Writing Time

• All quiet to write

• You may write elsewhere

• You may conference outside the room.

Teachers Share Assignments

• Best Writing Prompts

• Grammar

Poetry Prompt

• “Sometimes I get caught in a time breeze and think about when I was a child…”

• Brainstorm topics quickly• Share your ideas• Write quikly in prose• Use highlighter to capture best words• Reshape into a poem • OR: “Swift Things Are Beautiful”

Grammar/UsageThe best of Weaver and Kilgallon

• Handouts

• Parallel structure

• http://owl.english.purdue.edu/owl/resource/623/01/

• Introductory adverbial phrases

• http://owl.english.purdue.edu/owl/resource/607/03/

•

Lakeside Read-around

• Read a piece of writing at the lake in a small group

• Use good conferencing techniques

Tonight

• Read Burke, chapter 38

• Share a piece of writing with your roommate

Quality WritingWritten Reflection/Discussion

• Where are we on the quality issue?

• How will you move your students to improve the quality writing of their writing as they move onto the web 2.0 tools of the 21st century?

• What holds you back?

• What questions do you still have?

• What can you implement?

Revisit Cambourne’s Conditions for Learning

• Small groups interpret what appears on the easels for the large group

Final Read Around

• Each teacher reads his/her best piece of writing from the weekend

• Use the Elmo if wanted

• Put it on your teacher page

• Publishing opportunities: www.lulu.coom

Exit Reflection and Survey

• Reflection: • How will your role as Teacher-as-Writer enhance

your teaching? • What conferencing techniques were hlepful to you?

What conferencing approaches will you implement in your classroom

• What revision idea helped you most as a writer??

• Survey Monkey