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Join us for a workshop focused on effective writing instruction for all grade levels. Learn practical strategies, engage in demonstrations, and collaborate with fellow educators to improve writing skills in your classroom.
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Grimmway AcademyProfessional Learning Tuesday, July 23, 2013 Please sign in and take your name tent.
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
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.
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.
A Core Principle • Writing can and should be taught, not just assigned, at every grade level.
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
Tools of the Trade • Writer’s Notebooks • Pens and Post-its • Highlighters • Parking Lot
The Wiki • http://grimmway.wikispaces.com/
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).
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”?
“7 Conditions for Effective Writing” • Time • Choice • Response • Demonstration • Expectation/Room Structure • Evaluation
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.
Going Public! • 3-5 minutes each group: Share your poster—then post it for us to refer to.
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?
Final Reflection • Last page • TRUE popcorn reading
Entrance ticket: Write 1-3 sentences: what have you learned? What questions do you have?
Film from CD • Demonstration: I Go/ You Go from Chapter 5
Share with a Partner • Writer reads aloud. • Audience • One authentic question (if you have one) • One star
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?
Count Off 1-5 • As a group, read, discuss, and mark up your passage, identifying language that SHOWS strong sensory detail. • 5 minutes
Some Possible Categories • Color • Size • Shape • Twins • Number of holes • No holes • Material (e.g. plastic, bone, metal, or wood)
Next Steps… • Categorize and chart what your group noticed in the Narnia text. • Share out…
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.”
