Post on 26-Dec-2015
Middle School GradesWriting Units of Study Training
May 15, 2015
Presentation Link: http://nwgaresa.com/resources/
Architecture of Conference Conferencing Tools and Tips Norming Meetings and Practice Teaching Struggling Writers Showcasing Practitioners Managing Units of Study TAPS Connection to Workshop Model
Architecture of the Conference
Again, the Big Picture
Minilesson
Independent Writing (20 minutes)
Share
Meeting Place
ConferencesOne-on-one andSmall group
With Partners and TeacherShare and TeachOrganization/Rituals
Question:To convene or not convene?
“use transition moves”
Source: Mary Ehrenworth TCRWP Trainer, Oct. 2014
Need: notebook, partner writing
Conferencing: “Where we ended and begin today”
Making the Connection:TAPS Standards and Conferencing
White Handout
The Architecture of a Conference
• Research• Decide• Teach• Link
also in minilesson Green Conferencing Handout
Research
• Take in information by glancing at writer’s page.• Launch inquiry questions:
– Can you tell me about the piece you are working on?– When we last talked you were planning to…Can you fill me in
on what you did since then and what you’re thinking about that work?
• Make sure students know their roles in a conference (coach on articulating goals and strategies).
• Pursue more than one line of questioning in your conference (to arrive at current and future teaching point).
Decide
• Runs concurrent with research phase as you synthesize what’s been learned.
• Be goal driven: Either teach within the direction the writer has set OR help writer reset direction.
• Be thinking: What is the most important way I can help this writer become a dramatically better writer?
• Always teach toward growth—and eventual independence.
Teach
• Similar to minilesson, although condensed.• Offer a compliment on a transferable skill or
strategy. • Teach and coach, reducing the scaffolding as
you work together.
Link
• Be aware of the ticking clock (no longer than 5 minutes).
• Clarify the work the writer still needs to do.• Support transference of what’s taught into the
future writing pieces. • Make sure the writer leaves wanting to write.
What did you notice?
CONFERRING COMPONENTS(research and decide already done)
TEACH LINK
Pink Handout
Conferencing Tools and Tips
Ways to Keep Conference Records• Page for “class-at-a-glance” on clipboard.• Sheet of goals/observations from learning
progressions.• Prewritten list of compliments and teaching points.• Notebooks divided into sections by child.• Sticky notes moved to notebooks. • Wall-sized grid visible to students.• Final section of students’ writer’s notebook
(a Lucy preference).
• AND YOURS? A Guide to the Common Core Writing Workshop,
Primary Grades, pp. 55-56 and Intermediate Grades, p. 58
Conferencing Prompts • Where are you in the writing process?• Tell me a little about your work.• Have you been trying to/rereading to…(getting to the new stuff)? • Show me what you are working on and the plans you have for
today.• How is it going?• What are you working on as a writer?• What are some of the other things you plan to do with this piece
of writing today? • Where are you as far as _____(process, goals, and/or student
work)?
Salmon Handout (cardstock)A Guide to the Common Core Writing WorkshopIntermediate Grades, pp. 72-74
• Easy to use conferencing application• Allows capturing notes which sync with other
devices• Can take pictures of student work• Can record conversations from conferences• Can share notes with parents or colleagues via
email once saved• Get 2G free
• ANY OTHERS?
https://evernote.com/
Conferencing Recap
Research
Decide
Teach
Link
• Observe, interview, and read student’s writing.
• Determine what student has done and is trying to do.
• Pursue more than one line of questioning to obtain info.
• Gets to the “what” and “how.”
• Teach toward growth and independence. • Start by naming a
writing strength. • Decide on a teaching
method.• Teach and coach,
adjusting support. • Name what the writer
has done.• Repeat the teaching
point. • Remember: Writer
leaves wanting to write.
Norming Meetings and Practice
“…doing this work in the company of each other is an illuminating experience
and provides wells that you and your colleagues draw upon when you teach.”
Writing Pathways (chapter 3)
Payoffs
• Developing a school culture using learning progressions, benchmark pieces, and rubrics helps teachers form close-knit grade-specific cohorts to work with each other and their students to accelerate progress.
• Conducting norming work together helps create a plan for scoring student work that informs teaching and promotes consistency of scoring.
Writing Pathways (chapter 3)
General Norming Guidelines
• Become familiar with rubric(s) before norming begins.• Set aside two-period block of time for first meeting.• Understand protocol for how meeting will run.• Collect and bring recent on-demand writing pieces
that match writing of norming meetings.• Make sure collection reflects varied levels of student
work. • Choose pieces that keep everyone engaged.• Make sure pieces are kept anonymous (white out
students’ names). Writing Pathways (chapter 3)
On-Demand Assessments
• Give as pre-assessments at start of year (and each unit) and again at end of unit (eventually end of year) to collect baseline data and calibrate teaching.
• Provide crystal clear demonstration of what students learn to do without assistance.
• Show effectiveness of teaching.
Writing Pathways (chapter 2)
Norming: Series of Steps How good is good enough?
Protocol for Norming Meetings Chapter 3 (pp.26-38), Writing Pathways
Blue Handout
Norming Activity Time • Sharing sample papers, you will work in groups to
complete “two rounds” and “steps 1 and 2” of the norming protocol for the Units of Study.
• Designate an “observer” from the group to watch the process of discussing EVIDENCE, take notes, and report out.
• As a table group, decide whose sample paper to use first.• Based on the identified grade level and genre of the
sample, use copies of the “appropriate” rubric (get from designated resource table.)
• Now, talk as a table and score for Round 1/Step 1 . . . . . .
Got the Right Rubric?
Argument – Pink FolderNarrative – Purple FolderInformation – Orange Folder
Today’s Practice: Step 1
Observer’s Role:RECORD
Observer’s Role
WHAT DID YOU HEAR FROM THE GROUP
ABOUT THEIR EVIDENCE?
Practice Again: Step 2
• Designate a “new observer” from the group to watch the process of reaching CONSENSUS, take notes, and report out.
• As a table group, decide whose sample paper to use for Round 2 scoring.
• Based on the identified grade level and genre of the sample, use copies of the “appropriate” rubric rubric (get from designated resource table.)
• Now, talk as a table and score Round 2/Step 2 . . .
More Practice: Step 2
Observer’s Role:RECORD
Observer’s Role
WHAT DID YOU HEAR FROM THE GROUP
AS THEY WORKED TO REACH CONSENSUS?
“An important goal in a process like this is for the group to align itself. If after doing this work with five papers of different levels, the group finds that it can come to a
consensus, the group can consider itself normed, and people can now score papers individually.”
Writing Pathways, (Chapter 3, pp. 29-30)
RECAP: When Normed?
• Begins in the norming meeting with two benefits:– Leads to faster scoring which increases
teacher confidence– Allows for conversations with colleagues
about any new issues.
Complete the Norming Community(Writing Pathways, Chapter 3, pp. 30-31)
Teaching Struggling Writers
Support for Writers
• Differentiated Teaching• Interventions• Counseling and Mentoring
Source: “Making Dramatic Strides with Students that Struggle” Presentation Mike Oats, TCRWP Institute, August 2014
Differentiated TeachingContent Process Product
• Zone of Proximal Development
• Use of Learning Progressions
• Sketch• Talk• Listen to Writing• Read Writing…then
write!• Speech to Text Software• Typing vs. Writing by
Hand• Write on Paper with
Varied Line Spacing• Extra Time• Methods of Teaching• Emphasize Learning
Strategies vs. Styles• Topic Choice by
Students
• Written/Drawn vs. Typed
• Shorter vs. Longer Length
• One vs. Several Pieces• Use of Creative
Publishing Formats (blogs, YouTube, speeches, letters, etc.)
Interventions
• Teach metacognitive strategies– Think about audience– Consider strategies that work best– Know when and why help is needed
• Use mini-charts, teaching point reminders, and physical manipulatives
• Teach positive learning mindsets– Examples: Dependence vs. independence, approximation vs.
perfectionism, self-efficacy vs. self-handicapped• Use books to teach macrostructures of genres– Examples: Aunt Isabel Tells a Good One, I Wanna Iguana
Counseling and Mentoring
• Research observe, read their writing
• Interview low pressure, get to know writer
• Define issue or problem, share and limit
• Empathize “What I hear you say is…” “You must have felt that…” “Is there anything else you’d like to add?”• Set expectations and goals (independence, volume, engagement, meeting standards)• Co-Create strategy (give them time to think)
Writing Interview Chart
Code Student
Codes:W = writingLA = looking aroundH = hand raisedT = talking
Showcasing Practitioners
Ashworth Middle School Gordon County Schools
• Rituals and Routines• Presenter– Andrea Salmon
Reflection: Our Writing Success This Year
Why Rituals and Routines
“ I plan the first days in more detail than any other week of the school year. A lot has to happen. Kids will get to know each other and start together as a corps of writers and readers. They’ll become acquainted with the space, how it is organized, and what it offers them in terms of materials, resources, equipment and options. Many of the routines and procedures of the workshop are established during the first weeks of school; so is my role as a writer, reader, teacher, and learner." Nancy Atwell, In the Middle
What Does the Research Tell Us ?
“PREDICTABLE” Classrooms
Many students lives are not predictable. Some aren’t sure who will be at home…..IF someone will be at home. There
is no routine for doing homework or getting help. Life might be chaotic. As educators we cannot control these environments. We CAN control the environment of our
classrooms. When students know what happens and when it happens every single day in our classrooms, those
very procedures can provide a sense of security in students’ lives. If only for an hour or two.
The Importance of Community
Gallery Walk of Writing Success
Q and A Clip: Ashworth Middle School
Comments about Community Writer’s Workshop
http://youtu.be/zIDXkJ1AGNs
The Importance of Community
• Relationships• Trust• Respect • Building of Life Skills• Expectations• Sharing• Celebrations
The Importance of Community
“Gathering middle school students into some kind of meeting area defines when you are in a minilesson, versus when you release students to work independently. Pulling and then releasing students thus acts as a metaphor for when you want kids to pay attention to you, and when they need to pay attention to their own work.” - Lucy Calkins
Video Clip: Ashworth Middle School
Importance of Community in the Writer’s Workshop http://youtu.be/BlOFyFWkCws
Structure of Writing Time
Minilesson
Independent Writing (20 minutes)
Share
Meeting Place
ConferencesOne-on-one andSmall group
With Partners and TeacherShare and TeachOrganization/Rituals
Question:To convene or not convene?
“use transition moves”
Source: Mary Ehrenworth TCRWP Trainer, Oct. 2014
Need: notebook, partner writing
Rituals and RoutinesManagement Materials Artifacts –
Tangible Supports that Assist in
Student Learning
Evidence –Proof of Student
Learning
• Transitioning students
• Arranging of desk for optimal space for:
Conferencing Community Independent & Peer Work
• Writing Notebooks
• Writing resource station( pencils, pens, sharpener,
dictionary• thesaurus
• Classroom library
• Writing folders
• Anchor Charts
• Standards posted with related EQ
• Learning Target
• Student work displayed
• Genre checklists and rubrics displayed
• Students can demonstrate/
explain where to obtain and return instructional materials
• Students can explain the procedures and classroom structures
• Work Samples
• Accountable talk
Writer’s Workshop Rituals and Routines Tasks
Task 1 Expectations of Writer's Workshop
Task 2 Heart Map: Moments That "EXPLODE" Into Stories
Task 3 Making Lists
Task 4 Sketching a Memory
Task 5 Organizing the Writer's Notebook
Task 6 The Writing Process
Task 7 Revision
Task 8 Editing
Task 9 Peer Conferencing
Task 10 Rubric and Example #1
Task 11 Rubric and Example #2
Task 12 Rubric and Student Piece
Gallery Walk
ShowYour Students
“It Matters”
-Lucy Calkins
The Importance of Rituals and Routines
“I have finally realized the most creative environments in in our society are not the kaleidoscope environments in which everything is always changing and complex. Thy are, instead the predictable and consistent ones: the scholar’s library, the researchers laboratory, the artist studio. Each one of these environments is deliberately kept predictable and simple because the work at hand and the changing interactions around that work are so predictable and complex”. Lucy Calkins
West End Elementary SchoolRome City Schools
• Research-Based Information Writing (Grade 6, Unit 3)
• Presenters– Cassie Parsons– Jennifer Palmer– Debra Summerville
Managing Units of Study
How to Read a Unit of StudyStep 1
“Keep an open mind. Seriously. You might think that you are willing to try anything, but then by Session 4
you’re starting to think, ‘Well I could just change that…’ By session 10 you’re thinking, ‘Well I could just do this
session the way I did it last year…’ Then you’ll decide to use a different kind of paper, and you’ll skip this and add
that…and by the end of the unit, you’ve actually told yourself that you’re not going to do very much of the unit at all-even though you thought you were being
completely open-minded the whole time.”
https://twowritingteachers.wordpress.com/2014/06/16/how-to-read-a-unit-of-study/
“Instead, I recommend reading each session with the intention of teaching the
session as it is. Then during the school year, you’ll adapt your teaching to the KIDS,
rather than preemptively adapting all the sessions before you’ve even given them a
try. Resist the temptation to try to squeeze the new ideas to fit with what you already
know, or what you’ve always done in the past.”
Monday June 16, 2014 by Elizabeth Moore (TCRWP)
How to Read a Unit of Study (cont.)Step 2 Use as a guide, not a script.
Step 3 Think long-term.
Step 4 Take notes (post-its) on minilesson and use for teaching.
Step 5 Work like the students by trying out the writing.
Making the TAPS Connection
TAPS Activity
Standard 2 Standard 3
Standard 4 Standard 7
Continuing the TAPS Connection
• Find the number (2, 3, 4, or 7) on the top right corner of your TAPS handout.
• Move to the assigned TAPS table with your other “same number” partners.
• Review your TAPS standard and its indicators.• Use sticky notes to list characteristics of the
Writer’s Workshop Model that fit the standard. • Post you chart paper with sticky notes for whole
group Gallery Walk/Carousel.
Refer to White TAPS Handout
Time’s Up!
Now, begin the carousel rotation to review the other standards and group’s feedback.
How do the units of study help streamline your accountability in
the evaluation process?
Sample Observation Checklist
Gold Handout
Architecture of Conference Conferencing Tools and Tips Norming Meetings and Practice Teaching Struggling Writers Showcasing Practitioners Managing Units of Study TAPS Connection to Workshop Model
Where do we go from here?
When I return to my school, I am going to try . . .
Something I can share with
other teachers . . .