Catawba County Schools Writing Plan

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Catawba County Schools Writing Plan

• 2nd Grade

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Components of Writing Plan

• NCSCOS Objectives
• Essential Questions
• Activities/Strategies
• Resources
• Assessment
• Rubric
• Writing Products
• Portfolios

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2nd Grade Writing Genres/Products

• Personal/Imaginative Narratives
• Journal Entries
• Short Report
• Friendly Letters
• Poems
• Directions
• Instructions
• Learning Logs
• Diary Entries

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Turn and Talk

1. Sit knee to knee.
2. Quickly choose who will go first.
3. Partner 1 talks.
4. Partner 2 talks.
5. Speaker speaks loudly and clearly.
6. Listener listens with a calm body.
7. Everyone takes responsibility for their own
   listening.

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What must the young writer be able to do when
he/she writes?

• Turn and talk

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The Writing Process

1. Prewriting
2. Drafting
3. Revising
4. Editing
5. Publishing

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Getting Started
Reflect on your planning
Welcome Conversations
Teach the features
Embrace Literature
Insure a writing environment
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Welcome Conversation

• Essential for meaning making
• A fundamental skill for learning to tell stories
• Prepares children for writing
• Helps children understand how language works

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Conversation Strategies

• Think-Pair-Share
• Turn and Talk
• Writing Buddies
• Conferences (peer, group)
• Recordings

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Reflect on Your Planning

• Are best practices used?
• Is there collaboration?
• How is the pacing?
• Is it data-driven?
• What scaffolding is in place?

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Anatomy of Writers Workshop

• Connection
• Teaching
• Active Engagement
• Link
• Writing
• Mid-workshop teaching point
• Confer
• After the Workshop Share

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Writers Workshop Time Frame
(45 Minutes daily)

• Mini Lessons (10-15 minutes)
• - Teaches the writing process,
  management, skills
• Writing (20-30 minutes)
• - Students work through all stages of the
  writing process
• Teacher/students conferencing to support
  individual needs
• Share (5-10 minutes)

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Connection

• Links what has been done to what is expected to
  be learned in the present lesson
• May serve as a quick review of previous learning
• Explicitly name what will
• be taught/learned

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Teach(Mini-lesson)

• Has a Clear Objective - Teaching Point
• States the Purpose Explicitly
• Teacher Models Demonstrate
• May Provide Guided Practice
• Explains and Gives Examples

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Mini Lessons

• Focused and explicit
• Taught as a whole group lesson
• Establish expectations
• Paced effectively
• Follow a consistent format/structure

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What do you need to know before planning a mini
lesson?

• What is easy for the writer to do?
• What is hard for the writer to do?
• What do you expect the writer to do ?
• What do you expect to do for the writer?
• -Linda
  Dorn, 2002

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Mini Lesson Format

• Connect
• Today I am going to teach you
• Teach
• Explicitly model and demonstrate expectations
• Active Engagement
• Try it out, talk to a partner
• Link
• Look to see where you might be able to use
• Share

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Brain Break

• Read over the Mini Lesson Analysis sheet
• What ideas would you like to discuss?
• What do you already do?
• What parts of the process intimidates you?

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Mini Lesson Ideas

• Management
• Expectations
• Writing Process
• Writing Behaviors
• Curriculum Standards

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Active Engagement

• At the end of the mini-lesson students are given
  the opportunity to try-out the lesson through
  sharing with a partner
• At times students may watch other students trying
  something out

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Link

• Before sending student off to write
  independently, restate the teaching point and
  encourage students to use the skill taught in the
  mini-lesson in their ongoing work for the day.

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(Mid-workshop Teaching Point)

• Sometimes you will find it necessary to stop
  and teach/re-teach a concept/skill during the
  writing workshop- this will be necessary when you
  are seeing several children struggling with
• the same issues

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Conferring

• The teacher may meet with students individually.
• The teacher may meet with small groups of
  students with similar needs
• The teacher takes the time to record her
  compliment and teaching points

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Conferring The Compliment

• The teacher looks for something that the student
  is trying to use in his/her writing.
• The teacher uses specific language to compliment,
  I am going
• to compliment you for.

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ConferringTeaching Points

• The teacher looks for what the student knows.
• The teacher looks for what the student needs to
  know next
• The teacher asks herself what is the most
  important thing that she can teach this student
  next?
• The teacher must decide how she is going to teach
  the child

Conferences are conversations, not interrogations
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Sharing

• Students return to same place that they were for
  the mini-lesson.
• The teacher may decide to restate the teaching
  point of the mini-lesson and share examples of
  student work.
• The teacher may decide to
• introduce a new writing
• behavior that was observed.
• Students are given opportunities
• to share their work

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The Writing Process

• Choosing a seed idea
• Nurturing the seed idea

• Celebrating
• Sharing

Publishing
Prewriting
Editing
Drafting
Revising
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Prewriting (1-2 days)

• Brainstorming topic ideas
• Verbalizing ideas
• Using a graphic organizer
• Reading Texts types
• Researching a topic

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The Seed Idea (3-4 days)

• Choosing a seed idea
• Spend about a day working different ideas in
  order to choose THE ideas they will nurture.
• Nurturing the seed idea
• 2-3 days writing and developing the
  story

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Drafting (2 days)

• Develop seed idea into complete paper
• Leave notebook and write on paper
• - Colored paper for draft
• - White paper for publishing

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Revising (3 days)

• Developing the writing (not fixing)
• Rethinking ideas
• Conferencing with peers and teacher
• Creating a second draft
• Adding to the gaps
• Deleting erroneous information
• Moving ideas around

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Editing (1-3 days)

• Eye as an Editor (sunglasses)
• Rereading for mechanical mistakes that are grade
  appropriate

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Publishing (1-2 days)

• Addressing the targeted writing behavior
• Preparing the final draft
• Completing another draft
• Coming to closure with piece of writing

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Sharing/Celebrating

• Sharing should be a daily event whether sharing
  effort or published work
• Celebrating is a day for all to share published
  work monthly

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Ensure a Writing Environment

• Expectations are clear and consistent.
• Writing is a process
• Effort is celebration
• Imperfection is normal
• Materials are easily accessible
• Writing is everyday, everywhere.

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Teach the Features

• The (NC) Fab Five of Writing
• Focus
• Organization
• Support and Elaboration
• Style
• Conventions

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Embrace Literature

• Provide touchtone texts
• Choose mentor texts
• Plan units of study
• Author
• Genre

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Balanced Literacy

• Modeled Writing/Reading
• Shared Writing/Reading
• Guided Writing/Reading
• Collaborative Writing/Reading
• Independent Writing/Reading

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The Write Plan

Conferencing
Features of Writing
Mini Lessons
Writers Workshop
Writing Process
Balanced Literacy
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Writing Time

• Students write
• Teacher confers with individual students or small
  groups

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Personal Narrative
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Descriptive Writing
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Report on an Animal
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Cloze Sentences- Character Sketch
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Writing in Math
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Lesson OneBegin with the Whole

• We dont begin by breaking the process of
  writing down and asking children to do just one
  small part of the process. We believe it helps
  learners to have an image of the whole thing
  theyll be trying to do, even though it can feel
  ambitious to show them the whole thing and say
  Get started doing this
• -Lucy Calkins, 2005

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Writers Workshop Times

1. Gather on the carpet (2 minutes)
2. Mini lesson (7-10 minutes)
3. Write (25-35 minutes)
4. Confer (while students write)
5. Share (3-5 minutes)

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Lesson OneGather on the carpet

• Dont worry about assigning partners the first
  day.
• Designate an area for students to gather.

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Lesson OneSet the Purpose for
Writers Workshop

• We are going to write books like the authors of
  the books we like to read.
• We will write songs like the ones we sing.
• We will write letters.
• We are all going to be authors.

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Why write?

• List all of the examples writing that people do
  on a daily basis
• Laws
• Emails
• What else?....

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Writing is all around us
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Lesson One Connection

• Explain that every day students will work in a
  writers workshop and that it will always begin
  with a meeting.
• Share that they will become writers.

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Lesson One Teaching

• Show how you go about choosing a topic you know
  and care about.
• Think aloud. Highlight the kind of thinking that
  you hope the students will do.

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Lesson One Sketch

• Show how you are thinking about your story.
• Make your sketch simple.
• Show your whole idea and then separate it into
  parts.

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Lesson One Label the Sketch

• Label the parts that are important to the story.
• Expect students to try even if they do not know
  enough about graphophonics to do as the teacher
  does.

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sledding
freezing
earmuffs
toboggan
scarf
mittens
hill
snow
boots
Illustration retrieved from www.jmeacham.com/
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Lesson OneThe teacher restates what she
did in the mini-lesson

• A writer thinks in his head about something he
  enjoyed or was important.
• Then he sketches it quickly.
• Then he labels the parts of the sketch that are
  important.

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Lesson OneActive Engagement

• Have students close their eyes.
• Have students think of something that they have
  done recently or something that they do often.
• After a moment, have students open their eyes and
  tell someone sitting
• next to them what they might
• write about (Turn and talk).

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Lesson OneMaking a Link

• Let students know that they will be thinking of
  something they know about or happened
• Students can write by sketching and writing

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Lesson One The Teacher Passes
Out Paper

• Have paper ready
• Have one sheet and one pencil for each student
• Be prepared with a system to pass out
• paper quickly

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Lesson One Practice

• Close your eyes, think of something that you
  would like to draw and write about.
• Turn and talk to someone about your story.
• Sketch your story.
• Label the important parts.

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Lesson OneThe teacher confers
as students write

• Conferring is the heart of teaching writing.
• Students will learn to write for longer periods
  of time as they become more experienced.

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Lesson One Share

• Options for sharing
• Authors Chair
• Partners
• Small Groups
• Authors Tea (parents)
• Writing Cafe
• Praise and celebrate

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Lesson OneDemonstrate How to Put
Away Writing

• Tell students that everyday they will keep their
  work in a folder.
• For the first day, have a place that
• students can quickly put their folder
• Instruct students to come to the carpet.

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Lesson OneOn the Carpet-Sharing

• Share one or two students work.
• It may not be necessary to highlight the entire
  work. Focus on the part that needs to be
  emulated.
• Make the students know
• that writers workshop
• is special.

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The Mini-Lesson Lesson Two

• Focus on what happens in the mini-lesson.
• Today, and everyday, we will start the
  writers workshop with a mini-lesson. In a
  mini-lesson, I will remind you what we have been
  doing in writing and then I will tell you what
  well learn today.
• -Lucy
  Calkins, 2005

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Lesson Two Revisit the Procedures of
Writers Workshop

• Remind student of what occurs in the mini lesson
• Have a students sample from Lesson One ready to
  share
• Celebrate

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Lesson Three-What Do You Do When You Think That
You Are Done?

• Students will work beyond when they first
  consider themselves finished.
• Students will add more to their picture or words
  or start a new picture.

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Confidence

• Recognize that it is scary to begin.
• Be prepared - have your materials on hand.
• Turn and Talk
• What are the things you fear most with beginning
  the Writers Workshop?

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Anchor Charts

• Aids teacher and students in remembering
  procedures and expectations
• Added to during the year

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Activity

• Break up into groups of 3-5
• Brainstorm a list of Launching Lessons titles
• Put them in order

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What materials/resources do I need to begin
Writing Workshop in my classroom?

• Student notebooks
• Student portfolios
• Writing Mini-offices
• Publishing Center

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Plan

• How will you launch Writers Workshop?
• What will you do to help others learn about this
  important unit?
• Turn and talk.

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• Questions ????
• How to I get access to the writing plan?
• What materials and resources will be provided?
• What about portfolios?

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Portfolios

• Individual Writing Portfolios will be kept on
  each student
• At least one final product for each nine week
  will be selected for inclusion
• A variety of writing genres must be
• represented in the portfolio

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Predictable Charts
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Buzz Books
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More Buzzing
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Descriptive - Setting Description
                                                  
                                                  
                                                
                                                  
                                           
                                               
                                                  
                        

Mini Report- Descriptive Setting
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Shared Writing
Predictable Charts Morning Messages
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Interactive Writing
Shared Writing
Morning Messages Kinder Interactive
Writing JMeacham's Interactive Writing Mrs.
Nelson's Morning Messages Pre-K morning
messages Meacham Morning Messages Buzz
Messages The K Crew
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Mini- Offices
Teaching Heart www.vp.k12.mo.us/eschool/es/dfenwic
k/mini20office.htm Reagans Kinder
Bears JMeacham's Mini Offices
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• Woulda Coulda Shoulda
• by Shel Silverstein
• All the Woulda-Coulda-Shouldas
• Layin in the sun,
• Talkin bout the things
• They woulda-coulda-shoulda done,
• But those Woulda-Coulda-Shouldas
• All ran away and hid
• From one little did.

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Be fruitful and multiply
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References

• Calkins, L., and L Memmelstein. 2003. Launching
  the Writing Workshop. Portsmouth, NH Heinemann.
• Dorn, L J, and C. Soffas. 2001. Scaffolding
  Young Writers A Writers Workshop Approach.
• USA Stenhouse.

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References

• Healy, J. 1994. Your Childs Growing Mind. New
  York, NY Doubleday.
• Ray, K W, and L Cleveland. 2004. About the
  Authors, Writing Workshop
• with Our Youngest Writers.
• Portsmouth, NH. Heinemann.