Launching the Writing Workshop (Process Unit) 2 nd grade

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1 Standards Colorado Academic Standards Standard: 3. Writing and Composition Concepts and skills students master: 1. A writing process is used to plan, draft, and write a variety of literary genres Evidence Outcomes Students can: b. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. (CCSS: W.3.3) i. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. (CCSS: W.3.3a) ii. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. iii. (CCSS: W.3.3b) iv. Use temporal words and phrases to signal event order. (CCSS: W.3c) v. Provide a sense of closure. (CCSS: W.3.3d) Concepts and skills students master: 3. Correct grammar, capitalization, punctuation, and spelling are used when writing Evidence Outcomes Students can: a. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (CCSS: W.3.4) b. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS: W.3.5) c. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (CCSS: W.3.6) d. Use knowledge of language and its conventions when writing, speaking, reading, or listening. (CCSS: L.3.3) e. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. (CCSS: L.3.1) f. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. (CCSS: L.3.2) *See more detailed evidence outcomes by clicking the link below Page 1 of 6

2 Stages of the Writer Connections: 21 st century skills Big Ideas/ Enduring Understandings Essential Questions Learner Outcomes Assessment: Assessment For and Of Learning Planning for Instruction: Big Ideas: Writers understand there is a writing process that authors go through as they make decisions about their writing. Writers use workshop structures and tools to develop themselves as writers. Enduring Understandings: Writers know the writing workshop is the opportunity to make and convey meaning Writers know they need to build stamina, and devise strategies to keep themselves writing Writers know how to develop their ideas through rich conversation and lots of storytelling Writers know authors can support us with developing ideas and a vision for our writing Writers know how to make decisions throughout the writing process Essential Questions: What have I read that looks like what I am trying to write? What do we notice about what other authors do? What do I do to keep my writing moving along? Why is it important to go through the writing process? Learner Outcomes: Writers understand how to plan, draft, revise, edit, publish and work through this process independently Writers understand how to locate writing tools and/or resources to support themselves Writers understand how to organize themselves for writing Assessment Keep checklists, rubrics and anecdotal notes to keep track of what you hear and see kids doing If you notice your students struggling in a part of the writing process, see the section called Tailoring Your Teaching found in most sessions of the book Focus on how the writer talks about their thinking, compared to talking about the topic Learn about students lives and interests by looking at their writing Look at student writing and meet with students who are struggling to set goals that really matter and that you will monitor for Look at student writing for evidence of growth to be celebrated Look at student writing to see where instruction has made a difference Immersion Chart what they have noticed and named about the writing process Teachers and students think about the process writers use to craft texts like the ones they are studying. Page 2 of 6

3 Plan Demonstrations (Modeled or Shared) considering: Independent Writing Behaviors Continue writing by thinking of another small moment I ve experienced Use what they have learned about writing throughout his/her life Decide when to finish pieces and when to start new ones Use class charts to see progress Solve problems with own writing Make plans and goals in order to persevere in my writing and build stamina Reflect on my growth as a writer Setting up the Writing Workshop Establish writing partners Use table compliments and small group instruction to address predictable problems Brainstorm as a class, strategies to overcome problems Writing Partners (Writing partners help each other write well and support each other toward independence.) Check writing for places where one can say more and use exact details Express what he/she is doing well Tell the seed story in a long way adding to the story Ask if there are any confusing parts Writing Process Outcomes Forming Intentions Think about a person, place, object or memory to generate ideas for a story Focus stories in scenes rather than summaries or recount Organize personal narratives chronologically Use timelines to plan and structure scenes in narrative writing Drafting Realize that writing is a process of making choices Page 3 of 6

4 Spell common words correctly Sometimes write fast and long in order to get the story down Craft beginnings and endings that have an effect on the reader Use punctuation while drafting to create effects Use consistent tense and pronouns Consider different times in the sequence of events to start writing Write in ways that let readers feel the experience Form paragraphs by grouping thoughts around each event in the story Revision Check to see if writing is a summary or a series of scenes Reread writing to build stamina and gain motivation to continue writing Revise timeline for events that are not important, or add in important events Revise tiny paragraphs to say more about a topic, a moment, or a scene Revise to determine if the piece says what he/she wants it to say Proofreading Use resources and word strategies when learning to write new words Check for dialogue punctuation Check for known mechanics Use an editing checklist (See DLI Lessons below) Publishing Choose a piece to publish that matters to the writer Page 4 of 6

5 Instruction: Students are expected to try on the focus of the demonstration and make decisions about when and how to use the new learning in their own writing. Periodically throughout this process, students and teacher notice and name the effects of the techniques, strategies, and habits they ve been trying on. Whole Group Instruction: Modeled Demonstrate how a good story allows readers to live alongside the narrator Model how setting, tone, and action in leads can create mood Model how your story flows right from the lead Use student writing as examples to model aspects of writing Create a qualities chart with the class that students can use for writing and conferring Wait until I have the listeners full attention before I read aloud or speak References/Professional Resources: After the Workshop Share Students choose an aspect of their writing they want to share with the class Teacher selects a student s writing to demonstrate what writers do Small Group and Individual Conferences: Cluster students in small groups based on diagnosis of what they need and then prioritize to meet their fundamental needs first Support children to consider their role in a conference Specifically tell students what you want them to learn in the conference, provide examples and note how they can change their writing Teach punctuation if students need more support support students to write a timeline using a familiar story Ask the child what they have been working on as a writer and give feedback. Independent Practice: Students need daily opportunities for independent writing Homework suggestions in the text provide opportunity for growth while using the writing process. Anderson, B. (2004). Daily Language Instruction. Morrison, CO: Hogback Press. Calkins, L.M. & Martinelli, M. (2006). Launching the writing workshop. Portsmouth, NH: FirstHand. Crevola, C. & Vineis, M. (2006). Pathways to writing - K-3 modeled and shared writing program: Guidebook for instruction. New York, NY: MONDO Publishing. Page 5 of 6

6 Learning Media. (Ed.). (1992). Dancing with the pen: The learner as a writer. New Zealand: Learning Media Limited. Ray, K.W. (2006). Study driven: A framework for planning units of study in the writing workshop. Portsmouth, NH: Heinemann. Page 6 of 6

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