The Future of Reading:
I haven’t been in an elementary school for the first week of school in eight years; I had forgotten what a magical time of year it is to be there! My first week of school for the past eight years has been in an intermediate school-grades four through six. I, of course, love the first week of school no matter where I am located, but there is just something indescribable about the aura younger children walk into to school with. Wide-eyed, ready to love anyone who is kind to them, elementary students radiate what schools should try to be all about-excitement over whatever lies just up ahead….
I advised a friend recently, when she worried about sending her youngest off to school next year-how hard that first day alone would be for her, to ask the principal to be a greeter at the school her oldest attend. Standing in a school hallway that first day (not having to worry about your first lesson or the growing pile of paperwork demanding attention on your desk), directing students the right way to a classroom, assisting a new student nervously trying to negotiate the building, is guaranteed to snap anyone (maybe not the Grinch, pre-Cindy Loo Who) into a happy place. Even if no student needs help, I know that just greeting familiar student faces after a summer away, is a happy thing.
We are trying to continue to grow our writing instruction and ourselves as teachers of writers. I know from personal experience, how nerve-wracking it can be for a teacher to jump with both feet into something new. While I think Lucy Calkins is absolutely brilliant, I believe the Units of Study for Teaching Writing books are a little hard to read and then process what they would look in your classroom. I still use them, recommend them, buy them, but I want to share a couple things I have learned about “using” them over the past years.
Let me tell you how it went for me the first time I tried one of the lessons from Units of Study for Teaching Writing, grades 3-6.
I read the lesson, and re-read the lesson and decided a little note card would help me remember all the key points I wanted to make sure I hit. After all, the first lesson in the book does span more than ten pages.
I did the connection. I told them what I was going to teach them. I demonstrated using my writing on chart paper what I wanted them to do.
I kept demonstrating.
My mini-lesson stretched out to 25 minutes. Realizing that I was out of time, I skipped the active engagement section, and sent them off to write.
For about six minutes.
I congratulated myself mentally on getting through the mini-lesson during those six minutes and got myself ready for the share portion of the lesson. I skipped the conferring part of the lesson.
I called them back to the gathering area and congratulated them on the work they had done as writers. Then I proceed to do a share-
letting every child share one thing (the only way I knew how to do a share) while watching the clock tick by for my read-aloud time.
Had reviewed the lesson and my “cheat sheet” notecard. Realized that I hadn’t done the part of the lesson where I showed the students how an author had done what I was teaching them. Read the picture book aloud to them-highlighting the parts that illustrated my point. Realized that once again, the time was almost gone, sent them back to try it in their writing,
For about six minutes.
I think it took me three days to get through all the parts mentioned in the first lesson. Needless to say, my first unit of study lasted ten weeks instead of the suggested month.
You get the idea.
I didn’t realize that of all the things I was trying to do, the independent writing time and the conferring (that I usually skipped) was the most important part of all those lessons. I could see my students growing as writers in front of my eyes, but didn’t realize how much more they could have done if I had just stopped talking sooner and provided them with more time to work independently while I met with individuals and small groups to teach the writer, just what they needed. You don’t get much more differentiation than that!
I had known for years the power of individual reading conferences to help students grow as readers-I hadn’t realized that the same thing held true for helping students grow as writers.
So, if you are new to Calkins’ Units of Study, learn from my mistakes. No matter how long you think it will take to get through one lesson, discipline yourself to give the students writing time that grows in length as they grow in stamina that first week. Get through the first four mini-lessons in four days (or five if you really can’t bear it) and move on.
You’ll be glad you did…
Umbrella Summer by Lisa Graff August 24, 2009
There’s a reason I don’t read Jodi Picoult. It involves the size of my eyelids the morning after I read one of her books. HUGELY PUFFY! Something happened when I had child number two-I can’t cry over a sad movie, show, or book right before bed without waking the next morning looking like my eyelids have been stung by bees. It’s not pretty.
This morning-puffy, swollen, bee-stung eyelids. Umbrella Summer by Lisa Graff caused me to do some serious de-puffing this morning, but I loved this book! Sad books don’t always make great read-alouds, but I do believe that the conversations you could have make this a good consideration for a read-aloud. I don’t want to say anything else about the sadness, but boy is this a great book! The power of community to help a person heal-what a great message!
The main character Annie, is a girl I can relate to-she worries about everything! Bike safety, dangerous diseases, and more. She worries so much she has given up many of her favorite things to do, like racing on her bike with her best friend. Too dangerous. Now even though I can relate to Annie and her worries, the reason behind our compulsive worrying is not similar. We won’t go into my issues, but Annie feels she needs to do enough worrying to keep herself and her family safe. Through her friendship with an elderly, new, next-door neighbor, the reading of Charlotte’s Web (love books that reference other books!), and a few mishaps along the way, Annie learns that worrying isn’t as necessary or all-consuming as she was letting be.
I’m so happy I loved this book, which sounds like a silly thing to say, but it bothered me that I did not like Bernetta Wallflower when so many other people have liked it. In my opinion it will become a kid’s classic in the same vein as The Bridge to Terabithia.
Mini-Lesson Planning Sheet August 20, 2009
Mini-lesson Planning Sheet
Unit of Study:
What reminders do I
need to give?
What we tend to say:
Yesterday we talked about…….
Today I will teach you……..
What are the steps?
Will I use an anchor
What will my language
Watch me as I …….
Did you see how I …….
How will students
participate & practice?
|Turn and talk to your partner
3, 2, 1, talking is done!
Name the skill/strategy
Invite students to try it.
|Today and every day…….
Who thinks they will try this
Narrative Writing-Launching the Writing Workshop grades 3, 4, 5 August 19, 2009
August & September [Black # = Mini-lesson)
Materials=Units of Study for Teaching Writng grades 3-5; Book1-Launching the Writing Workshop = Launching; Book 2-Raising the Quality of Narrative Writing=Raising
|On-demand Writing Piece (see prompt directions)||1 Mini-Lesson Starting the Writing Workshop-(session I Launching)||2
Mini-Lesson Generating More Writing- (session I or II, Launching)
|3 Mini-Lesson Qualities of Good Writing-focus, detail, and structure (session III, Launching)||4; Mini-Lesson Nurturing/Rehearsing- The Writer’s Job in a Conference (session IV, Launching)
Buidling Stories-Step by Step (session V, Launching)
|8 Mini-Lesson –Choosing a Seed Idea (session VI, Launching)||9; Mini-Lesson-revising-
Studying and Creating Leads (session VII, Raising the Quality of Narrative Writing)
|10; Mini-Lesson Writing Discovery Drafts (session VIII, Launching)||11 ; Mini-Lesson Revising Developing the Heart of the Story (session XV, Launching)|
Revising Endings: Learning from Published Writing (session IX, Launching)
|15 Mini-Lesson Taking Charge of Our Writing-Starting a Second Piece (session X, Launching)||16 Mini-Lesson Timelines and Tools for Planning and Developing Stories (session XI and XII, Launching)||17 Mini-Lesson Yesterday’s Revisons Become Today’s Standard Practice (session IV, Raising)||18 Mini-Lesson Ending Stories (session XII, Raising)|
|21 Mini-Lesson Using Editing Checklists (session XVI, Launching)||
Catching Fire is amazing, which is really such a trite word to describe a book that I was ready to start re-reading the second I finished it the first time. I actually had to drive it over to a friend for safe keeping for a couple days so I can get my work done. I strongly suggest pre-ordering this book and being careful to not read any spoilers! You don’t want to ruin the reading experience.
Suzanne Collins is an amazing author-I didn’t think there was any way I could love Catching Fire as much as I did Hunger Games and be left just as dangling helplessly, waiting, waiting, waiting for more as I was with the first book, but she did it again! I still haven’t stopped raving about Hunger Games to anyone who will listen and now the sequel…Wow!
I’m trying to think of other sequels that I have devoured like this one and there are a few other “series” that come to mind-Harry Potter, Twilight…
Catching Fire (and Hunger Games) is the kind of book that when you aren’t even finished reading, you are already planning in your mind how you can get your hands on more (addiction anyone? At least it’s a relatively harmless one!) Harry Potter and the Chamber of Secrets involved being in line at midnight to pick up a pre-order at a party and New Moon involved driving forty minutes one way across rural Michigan to find a store with the book. On the other hand, I spent many hours plotting how I could make my way to Chicago to the IRA convention hall the morning after getting back from Teachers College since I was not going to be able to convince my husband I needed to go to New York again for Book Expo-“Why? You want to know why I need to go back to NYC? When I was just there? Well-it’s because I NEED to get my hands on an advanced review copy of Catching Fire. What is that? Well just a Young Adult book that I am dying to read. Am I nuts? Probably, but still, I could probably drive there and back pretty easily and I’d even take the kids with me. What do you think?”
Want to win a copy? Go on over to Reviewer X’s 2nd give-away of this book.
Motivating Middle School Writers from Kate Roberts August 16, 2009
Motivating Middle School Writers
Kate Roberts presenter 8/11/09 (Notes from Megan-a colleague who teaches 6-8 in a Middle School in The Bahamas)
There are three things needed:
- To demonstrate motivation
- To create a community of writing
- A genuine response
We want our students to practice 18th century literacy in the 00’s.
There are some ways we hold them back…
– By giving the same prompts all students
- Ex. “Write about a time you were scared” vs. “Write about a time you felt big emotions”
– By giving too many directions or teaching too many points at once
– By not taking their work seriously
Ways to Create an Audience
– Have them check in with their partner about regular HW assignments
– Share with each other everyday
– Try out different partners (a speed-dating approach to finding a buddy)
– Don’t wait for celebration
– Use student work as your demonstration text
– Quick publish
- Even before the end of a unit, say “Find your best piece, let’s publish it. Get it on looseleaf for tomorrow.”
– Publish dramatically across the school
Accountability and Rigor
– Set high goals for volume
- At the beginning of the year, do a stamina assessment. Have them write for ten minutes and keep that page to show them how much (or how little) they could write.
- Draw an X at the bottom of the page. Tell them to write to the X
– Teach elaboration
- Give them a list of phrases like “I think, for example, this is important because”
- Have them orally tell a story and have the partners throw out a phrase when they are struggling
Writer’s Workshop– Day 1 what teachers explain when describing writers workshop.
10 Minute Mini-Lesson– showing your own writing (teacher writer)
25-30 minute independent writing (you work and talk and i listen…) during this time you have to be ready to talk to me about your writing…called a writing conference) Have a small group to work with other writers
5-10 minute partner time to write/share out
Talking about writing….only get better is by doing it (better to give students time to write)
“The more students write the better they get”
Outside of school/HW options: decide how many entries/small moments stories they need to do for the week, assign 10 minutes of writing a night, # minutes/# of pages
Essential that our lives are worth writing about– personal narrative/memoir at beginning of the year…important that students realize that their lives matter.
Writing is a craft and writers need time choice and response/feedback
Writing is about risk/empathy– be revealing
Model risks within your own lessons and share your own writing
Work on telling stories that can be shared in the classroom…
Model writing for that age group— recuperate childhood stories
Getting started: what do you want to do across the year?
Spiral Curriculum within grades:
K- we’re all writers using pictures and words/publish new stories every day
1- we write for readers/ think about punctuation and introduce genres of writing
2- revising but don’t ask them to rewrite pieces and make smart paper choices
3- use notebooks to collect and rehearse their writing
4- increasing craft and increasing independence within genre
5- increasing craft and increasing independence across genres
writing unit starts with: collecting/generating notebook entries across the week and then we choose 1 or 2 ideas to draft outside of the notebook and then significant revision/elaboration takes place (this would be about a week each task) and then finally getting ready to publish final story.
#1–Start with a personal narrative/memoir/anecdote or a vignette important that it is a small moment
#2– Fiction- realistic fiction
#3– Personal Essay– thesis driven writing/idea based writing– figure out ideas they care deeply about and then tell stories about those ideas
#4– Nonfiction all about or expert subjects or content areas (science and social studies)
#5– Fiction- mystery, fantasy, historical fiction
#6– Poetry– can do a lot of grammar within poetry
Personal Narrative: start with prompts
strategy leads towards independence within writing…
Moments of Strong Emotions (scared, stressed, happy…) and small moments
make a 2-column list of the emotions and the moment
and model how to brainstorm emotions and small moments
Partners Say…(Chart that could be around the room):
“I love that story!”
“That reminds me of…”
“You should write that down…”
(**Want partner to want to leave conference and write more…)
2nd Generating Strategy: 3-column List– start with the part of the list you feel most comfortable with
issues people moments
friendship Lisa good/bad moments– dirt brownies
betrayal Patty mascara all over the face
loyalty Lisa stapled our fingers together
peer pressure Mandy/Rachel first activity night and what to wear
new school 5th grade not understanding slang at school in new state
3rd Strategy: Make a picture map of where stories have taken place and actually draw/label different parts of moments/stories, etc.
Use one of the above to start writing…
The blacktop sparkled and the sun beat down on us as we sat making grass friendship bracelets. Mandy and Rachel whispered back and forth as I tried desperately to fit in with my new classmates.
“Wear a skirt? Are you kidding me?” Mandy said laughing. Embarrassed and blushing, I tried to laugh off the fact that I thought I had asked a normal question.
-Meeting Area– make it large enough for everyone to fit there
-Desk spaces for collaboration and independence
-Bulletin Board space- organized by subject area around the room
-Classroom Libraries– around the meeting area/provide easy access to books
-Idea for using Strunk & White for teaching certain grammar ideas/skills
-Charts– way to make kids independent…think about being organized by box and by bullets
Sketch a place
label possible story ideas
make a mental movie
write step by step
-Scene writing so readers are right there with us…for the personal narrative
-Ralph Peterson Life In A Crowded Place about classroom management
-Do Now setting students up to next lesson of the day/setting students up
-Finish an entry, if you are writing you are doing fine during writing workshop/ reread writing/ draft something new/ read a mentor text if stuck
Unit 1: Getting Started
Learned how to be in a mini-lesson (learning strategy)
2-3 generating strategies
Rehearse stories by telling them
Be a responsive and enthusiastic partner
Make a writing plan
Write fast and furious in small moments
Notebook entry means a small moment zoomed in on that a student has written.
During the lesson what should students being done? Not suggested for students to write down all of the notes during teacher’s lesson or post things on chart paper so they can view it and not get tired from all the writing during a lesson copying notes.
Work on a sample notebook to share with students at the beginning of the year
Perhaps show 2 or 3 column lists, notebook entries, sketches
Teachers Notebook is a strategic teaching tool for modeling student issues show a bed-to-bed story, dialogue entry, etc. to show students that your writing is just a bit ahead of them so it can pull students out of their writing habits and start to grow towards stronger writing.
What paper/kind of notebooks should students use?
Types of paper– one choice is a paper with a box and a couple of lines below the box– students draw a picture and then label things useful for when you still need to sketch to tell a story.
Another choice is a smaller picture box followed by more lines
By fourth grade you should be able to choose cursive or print and decide which students are more comfortable with
Encourage choice among writers, so they feel more independent and excited to write
Break the story into a beginning, middle, and end into three sections but using three blank blocks
this helps students see/identify the tension of the story
Have students label and express feelings thoughts in the box for each section of the story because they tend to add more details to the box/sketch and then can add this into the story
Giving someone a tour of the notebook
Students can leave the rug once they know what they are going to write about
Students come out of the notebook when doing the rough draft on loose paper
Maintain notebooks by writing at night and keep up with free writing– could finish an entry you didn’t start yet, back through lists and write a new entry, and then also think of a new idea and write about that
Walk a partner through the notebook and give a tour– what you liked, what you didn’t like, what you skipped, generating strategies you feel worked for you– this could happen after week 2 when there is enough writing to share.
Making sure we teach students to talk like writers…important steps: like point to the page in the notebook
Make sure the teacher notebook has list of seed ideas and are not written about, also include entries that are you not completely done, and a night where partner didnt do hw to show what that looks like– so the teacher is having the same problems the students have
Students could observe teacher notebook and identify issues/problems etc so students can identify things together
After tour: what strategies we’re using and like?
what stories we’ve written
anything we might want to publish
After a tour, students can make a writing plan for next week: To do: finish ? story, start ? story, try new idea, etc.
Before launching into new unit, good to have a quick independent publishing when they are done to finish a story they hadn’t finished yet
No editing done by teachers– teach students how they would fix it instead of making corrections for kids
Writing conferences– praising, but also coaching– think about habits
Habits– Intimate conversations
Strategy conferences- i want to teach you something as a writer that can help you, research what they are ready for next, praise/compliment, and teach
Table/Group conference- praise the behavior that you want kids to do
Dialogue, Setting, detail, inner thinking are things that you could discuss during the conference
Notes from Carole- a second grade participant August 13, 2009
Summer Institute – Reading and Writing Project
Keynote Speech – Lucy Calkins – Teaching the Inner Writer: Putting Our Lives on the Line
Lucy feels that you need to have students experience why we write rather than how to write. Imagine a school where students care about writing.
Start with “A Small Moment” Believes in learning to observe and make meaning. Take the moments and determine what the story is about.
First Session: Barb Golub (Section 2D – Union Theological Room 207)
The Best Story by Elizabeth Spinelli – the young girl receives advice throughout the story on how to write the best story. The turning point for her as a writer comes when you write from the heart.
Conclusions from Discussion
- Writing comes from purpose
- Reflection around assigning vs. generating self selected topics
- Setting up and maintaining a workshop environment
- Workshop vs. writing assignment
Studies show that teachers who read and write have students who will read and write. Therefore this week will have teachers experience the adult writing process.
The format for writer’s workshop begins with “Collecting Entries”
Students are asked to jot down interests, hobbies, people, and places in their lives.
Then pick a moment and make a movie in your mind.
Write a story of that moment.
We then wrote for about a half an hour on some of the collected entries. The idea was to create short entries.
Next step was to work with partners.
- Story tell (read your story)
- The partners listen for the parts that are really showing, not just telling
- Share parts that we can really see-like a movie.
- Give a tip, give a compliment.
(Notice lots of feeling, dialogue, and show not tell internal thinking. Seems she has a lot of stories.)
Things to Notice about conferences
Not every conference is a mini-lesson
There are some patterns in the classroom
Find teaching moments that can be brought to whole class
Try to confer with as many people in a short amount of time. You can also confer at a table. (Sharing one conference with many students)
Barb (the leader) shared “kid” writing. Two examples – one without details and dialogue and then one where there was revision.
Ami Shah Mehta
Read aloud from children’s writing…as an introduction
Brian Cambourne – Conditions of Learning – He was researching language acquisition and found similarities to conditions of learning.
Principles of Writing Workshop
- Write everyday (they will become more independent, they will be thinking of what they want to write about during the day))
- Investment ( Topic choice, easier to write from their own experience, think about audience, think about purpose in writing)
- Unit of Study (Teach within a unit of study, gives traction to your teaching, organizes your teaching around something; you are creating a writer’s life. Creates independence)
- Explicit Teaching ( Throughout writer’s workshop you can have explicit teaching)
Primary Writing Process
Rehearsal, then draft, then revision
Rehearsal – tell the story, across the fingers, through drawings
Draft – the student write that down
Revision – students add or edit their story
They start another story and so on…..In one unit they go through the process many times.
Before further revision, they choose one piece to further revise. They edit one piece. Revision makes the story better. (The content) Editing makes it easier to read…Publishing may mean: drawing a picture, making a cover. Therefore, do not let them color until they have revised and edited the piece that will be published.
Each unit of study is four to six weeks. During the school year the process will change about once a month.
Reading Workshop 40-45 minutes
Writing Workshop 45-55 minutes
Shared Reading – content -10-15 minutes
Interactive Writing – mechanics of writing 15 minutes
Shared Writing 10 minutes
Read Aloud – 15 minutes
Phonics/ Word Study (Fundations, Words Their Way)
Writing Workshop Structures
- Mini-Lesson – Teach one thing (5 minutes)
- Independent Writing Time (the students are writing, the teacher is conferring or small group strategy session) Mid-Workshop Teaching Point: Writers can I tell you about this, students continue writing) (25 minutes)
- Teaching Share (5 minutes)
Use Units of Study Book – and follow the process.
Management Routines to Support Independence
Writing Folder – one side for finished work, one side for drafts. At the end of the month clean out the folder, save one or two for portfolio. Send work home with letter to parents explaining “Unit of Study”
Routines – Materials: Set-up before Mini-Lesson. Put out folder, writing utensil, and story that they are working on BEFORE the mini-lesson. Use table captains if folders are not in desks.
Transitions – “Off you go” This needs to be taught.
- Research – process, intentions, qualities of good writing (1-2 minutes)
- Compliment – specific compliment that can apply to all the stories (1 minute)
- Teach – 3 Methods (choose 1) Demonstrate or Explain and give an example or Guided Practice. Whichever method you choose, the child has to try it. (3-4 minutes)
- Link – restate your teaching point and remind student to always use it. (less than a minute)
Use this table when showing a video of some of the conferences that we have at school.
We watched video of a girl adding excitement to her story about baking a cake with her mom.
Teacher describes actions, what they were saying, and what they were thinking. Teacher used another story to show how to add excited dialogue. Added sentence, “I thought”
Lucy Calkins on Conferring
Research – What are you working on? You also have to teach the students how to be part of a conference. Give them feedback that when you ask the question that you want them to articulate what they are doing as a writer. (Sometimes you may have to give them the words) You are teaching them to do their part in a conference. The teacher’s temptation is to go to the content of the essay (you don’t need information on the new puppy) but you want to go to what the student is working on as a writer. (Zooming in, writing with details,)
Think: What can I compliment and what is the link? What is the writer up to right now?
Rather than complimenting and teaching, start another line of inquiry. What are some other things that you are trying to do? How are you feeling about writing right now? Do you have a sense of audience? When has writing worked for you?
Lucy then asked for a volunteer and used the process described above to compliment and teaches the writer.
Then Lucy used “Adam” from the Unit of Study, “Memoir Writing” Adam writes about when his brother goes off to college.
Lucy does the research, and backs up to get a second line of inquiry…You want to compliment this writer so that the writer feels uniquely seen. In Adam’s case we compliment the honesty of the piece, Compliment him on the action so that he can use the action to develop his writing.
Conference should not be the mini-lesson.
Tuesday, August 11, 2009
Keynote: The Color of Poetry
Consider that if we only show black, Asian, Hispanic literature in Feb., Jan, and May is actually marginalizing the intent of the author.
Second Session of Adult Writing
We start the day writing a “kid’s” piece. At the beginning of second grade, the paper is picture plus six lines.
Writers Plan Their Writing Before They Draft
Think of a feeling then story tell
Try to story tell in a few different ways.
Use a double timeline (action on top of timeline and feeling on the bottom of time line)
Minibooklet – Author sketches, and then writes a few words to remind you of what you may write.
Role play with an exemplar writing…Jeneva (at the beach)
Jeneva has a focused time and place
- She has a structured beginning, middle and end
- Reflective Ending
- Includes setting
- Includes action
- Picture matches the word.
p. 52 – One on One
Research Tips – Big Picture – purpose, audience, independence (not a Q and A about content)
Ask questions that I don’t know the answer….keep questions brief – give a compliment and teach…
Narrative – Something happens to a person or character. There will be a progression through time.
Qualities of Good Writing p. 62 in white loose-leaf
Bulleted Parts for K-8
Parts in Italics: for second grade
- Structure (Sequence and Focus)
Narrative, focus, endings
- Elaboration (show setting, show action, show dialogue)
Character Development, show-not-tell, details
- Concept of Writing – spelling and conventions
Spelling: vowel patterns, parts of words, using known words to spell unknown words
Sentences – more complex and varied sentence structure
Punctuation: Varied end punctuation, quotation marks, capitalization (proper nouns, initials, “I”
- Craft (writing well, having an effect on the reader, may have a mentor-author)
- Meaning (thinking of an audience, why are you writing the story)
(Editing and Spelling is not part of the narrative continuum)
The project took the qualities of good writing and wrote the narrative continuum. They wrote it for K-8. See page 62 of the handout. The continuum is for assessment, writing is developmental.
The continuum is on the website as well.
Launching Writer’s Workshop
Unit 1 is Launching; Unit 2 is “small moments”
A small moment is a focused, personal, narrative that happens over a small period of time. It teaches students structure. It is important to have students write small moments before they write longer pieces.
The Units are written in parts… (Bends in the road)
Beginning Small Moment Stories
- How do I come up with story ideas? (Think of a feeling and tell them to make a story that goes with that feeling.)
- Plan (Tell a story across your fingers, write two words that tell what is going to happen, tell the story to your partner, sketch the story)
- Make your story stay in the same place. Then make them stay in the same time.
Getting More Writing on the Page
1. Sketch – rather than draw
2. Tell the story.
3. Teach them to add dialogue. (Comma and quotation marks can come when you are editing)
4. What were you thinking?
Teaching Revision Strategies
What is the most important part? What is the internal part?
End with a feeling. What happened nest? What is the reaction?
Preparing for Publication – Further revisions, edit, or publish
Other Books for Small Moments
Max’s Bedtime by Rosemary Wells
Max’s Breakfast by Rosemary Wells
Sheila Rae’s Peppermint Stick by Kevin Henkes (A Box of Treats)
Night of the Veggie Monster by George McClements
Roller Coaster by Marla Frazee
A Chair for My Mother
The Kissing Hand
Wave by Suzie Lee
Knuffle Bunny by Moe Willems
Those Shoes by Maribeth Boelts
The mini-lesson is what the majority of the class needs. The small group is by need.
When you pull together a group of students that have the same need (plan your stories) The groups are flexible. The groups are 3-6 students. The strategy lessons are between 7-10 minutes long. While the students do independent writing the teacher is conferring or having a small group.
The Structure of the Small Group Lesson
- Quick Intro
- Quick Teach ( Explain and Give an example, Demo, Guided Practice
- Students Try/Teachers Coach
Types of Charts for K-2 – Kristi Mraz
Exemplar Chart (make it teach – science or writing)
Strategy Chart (goes with your mini-lesson that you are teaching) Example: Making a movie in the Reader’s Mind) You generate 3 to 4 a unit of study. They are tied to the Mini Lesson…
Use of Visuals
Helps students and carries meanings.
- Draw simple icons
- Use symbols
- Digital camera (children doing it or a gesture)
- Student Work
Wednesday, August 12, 2009
Keynote: Pam Munoz Ryan (see webpage)
Read, “ At Night” by Jonathan Bean
As teacher reads the book:
In what way did the author create mood?
How could the author have written the text that would not be as effective?
|Jonathan Bean Creates Mood|
|What we see/hear||What It Does|
|Pillow…sheets..blanket||Slows it down and makes us think – what’s next|
|Zooming in on picture||Creates intimacy|
|Breeze, show, not tell||Reminds me of|
At end of independent writing, we discussed conference notes. We also discussed the narrative continuum. (in white looseleaf on p. 62)
Conferring Notes can be taken during the “research phase” and all conferences.
Afternoon Session: Ami Shah Mehta
Mini Lesson Highlights
- Invitation (actually instructing students to practice what you are teaching after you model it, they are going to practice it)
- One teaching point
- Follows a predictable structure
- Connection: Activate prior knowledge. ; .i.e. “Yesterday, we worked on.. State the teaching point; Today I want to teach you and tell them how they are going to be able to. (The what is the skill and the how is the strategy) You also want to state why you are teaching it.
“Watch how I…
Demonstrate what they are going to do (not just tell them directions- add in think aloud
Did you notice how I “added small actions to my story”
Add gestures if possible
- Active Involvement: Now it’s your turn
Turn and talk
Teacher shares out 1 or 2 ideas
Today and every day; You already know….. now you know how to
Ami showed a video of her teaching students to add small actions to a story (her story the blender; the students worked on their story about the sprinkler
|Connection||Talked about nephew “walking”|
|Teach||Adding small actions to the story:
Told the story about the blender “spewing out” the sweet potato;
Explained (and acted out) how to add words (jumped back, my arms flew up, my mouth dropped.
|Students act out the actions that Ami wrote.|
|Active Involvement||Acting out: first the blender and later the story class wrote about going to sprinklers||Students act out and then pair up and with a partner come up with the words. (jumped up and my arms flew up in the sky)|
|Link||Add small actions when you write the story that describe what your body does||Students went off to write|
A Demo Story
A Class Story (that they worked on in a shared writing)
- Choosing a mentor text – love it and have it display what it teaches . Have it be the approximate level of development in their writing. The amount of writing per page is about what the students write .Consider having multiple copies. Hopefully it will have several examples.
- Reading Like a Writer – the first time let the students experience the book.The second time have students read it like a writer to see how it is written. Students are looking for craft (the way it is written)
- When this work happens: Hopefully this happens during the “Read Aloud” time.
Mentor Text: My Best Friend by Mary Ann Rodman
|Where||What do you notice?||Why did the author do this?||Name||Other Places|
|My Best Friend||Short sentences||To create tension||montage|
Spin on when there are punctuation rules….only “once” when you need it and it has to be correct everywhere else…
- What is it?
- Makes the content better. Revise the leads, the ends, the structure.
- You could revise for elaboration (adding dialogue, adding thinking, adding show not tell, adding small actions)_
- You can revise for meaning. (your audience)
2. When does it happen?
- Either during a unit or there is a whole unit of study on revision.
- Post its
- Astericks – where they want to add it
- Add another page