write well updates yale teacher's meeting
TRANSCRIPT
WriteWell UpdatesJennifer Evans
Assistant Director ELA
St.Clair County RESA
http://www.protopage.com/evans.jennifer#Untitled/Home
Kelly Gallagher, Author and Teacherhttp://www.kellygallagher.org/index.html
“Assigning writing is
easy. Teaching writing is
really hard.”
“We need to teach our
students to read like writers and
write like readers.”
The most effective strategy to improve writing…
Increase the amount and quality of writing.
Why WriteWell©?
Increase writing proficiency for life endeavors
Increase test scores
Coordinate and refine writing
instruction
Create a unified writing program
K-12
Increase use of research-based
instructional practices during
writing instruction
WriteWell© Follows Writer’s Workshop Format
Mini-Lesson(10-15 min.)
Independent Practice with Conferring
(30-40 min.)
Sharing( 5-10 min.)
Successful Implementation of Writer’s Workshop
How Often
• Everyday• Everyday• Everyday
How Long
• KDG – 45 minutes
• 1st Grade – 45 minutes extending to 60 minutes
• 2nd – 12th Grades – 60 minutes
When
• Beginning the first day of school
• A single block of time at the same time everyday
Management
• Same format used everyday
• Same rules and procedures used everyday
• Keep it simple
Why
• Consistency
• Consistency
• Consistency
Grades 2-5 K-1 staple small unit booklets for their
notebook Specific notebooking directions for grades
2-5 first unit of study in WriteWell Write everyday on mini-lesson topic or other
notebooking ideas
Start with Notebooking
What Should I Write? Notebooking
How Units of Study Tend to GoImmerse in the genre
Identify distinguishing features of the
genre
Choose an idea to write
about
Choose a mentor text to help you write
Plan your draft
Draft long and fast
Revise EditPublish/
Celebrate
Independent Practice with Conferring
30-40 Minutes
Students work independently while the teacher meets with small groups or individual students
• Conferring Talking Cards
Possible mid-workshop teaching point
• Occur naturally when the teacher notices something that needs clarification or further explanation to help students as they write
Conferring
Research
• Ask “What are you working on as a writer?”
• Have the student read aloud his/her work
Decide•Synthesize what is learned •Decide what to compliment: “What has this child done that I can name and make a fuss over?”•Decide what to teach: “What does this child use but misuse? or “What is nearly there in his or her writing that I can help them with right now?”
Compliment
• Point out writing strategies the child used well
• Say “I like how you…”(give specific example)
Teach• Teach only
one thing• Teach to
the compliment
• Teach to today’s teaching point
• Negotiate a strategy
When choosing your teaching point think: Of all the options I have, what can I teach that will make the biggest difference for this writer?
Sharing5-10 Minutes Notice Question Personal Connection Compliment and Suggestion (glow & grow)
Partner
Small Group
Whole Group
◦ Teaching Kids About Revising (Writing Workshop Lesson)
http://www.youtube.com/watch?v=RBKqgOvmJ8w
Student Sharing Video
Grammar Units
Pre/Post Tests
Updates – see grade level
representative
Information/Explanatory;
Opinion; ReadWell units developed last
summer
Video Lessons
Rubrics
New to WriteWell:
Language/Grammar Minilesson Key Points
Aligned to CCSS
Weekly concepts taught
approximately five minutes a day
Follows Jeff Anderson’s
format
PowerPoint to match each
weekly lesson
New Language Minilessons
New Pre and Post Assessments
Same Assessment to be given at the beginning of the year and the end
of the year
Use to show growth
See Sample
Rubrics
Teachers Teaching WriteWell
Video Library ◦ All grade levels◦ Various lessons
Kindergarten2nd grade10th grade
Writing Look-Fors
Navigating the Website WriteWell©
◦ http://www.sccresa.org/toolsforschools/curriculumtools/writewell/
◦ Select logo
◦ Enter school log in and password:Temporary Log in:Temporary Password:
Online Exploration
Questions?