What evidence suggests that teaching practices have changed?
-My teaching practices have personally changed in the fact that I am more open to how students create their writing. Before, my expectation was that draft copies are done lined paper and final copies are then books. Now I leave the option open as to how they create a first copy.
- I believe that the way I am teaching the kids has changed in that I never thought that the kids could do a book or that it was too babyish for them. I kind of looked at books as a younger grade project.
-We are now starting the year with the children writing books.
The children make books for most units. Mentor texts are being used. Writer’s workshop format is being used. Conferencing is occurring.
-I have tried allowing my students to move around the room during writing time. Some are more successful at doing this than others. I have also tried using premade books, but only as final copies. The children enjoyed that. I may try letting them use the books for rough drafts also, I haven’t decided yet.
-There is much evidence that suggests that teaching practices have changed. We utilize common benchmarks, collaborative discussions, common curriculum and use common language when teaching our students.We now use data to drive instruction. Additonally, our professional development opportunities have also allowed us to pursue research based teaching practices.
- Since reading “About the Authors”, I have worked hard in my classroom to create a more defined writing center. On our last night of our study group, we went around to visit everyone’s classroom writing centers. This multi-grade “tour” was very helpful.
I now have a better idea of what the book means when it says “making stuff”. Before reading the book my writing time was primarily set, “follow my specific directions”, journal entry time. Where now I allow the students more freedom to write the way they want. Time to, “make stuff”.
What evidence suggests that student achievement is improving?
-Student achievement is improving in my classroom simply because students are more engaged in creating their stories and work more to make them pieces that they are proud of. This is also providing them an opportunity to experiment with things they see in real books.
- My kids who really didn’t enjoy writing were really excited about creating their books. I sort of started it as a challenge to them with the how-to books and said that I wasn’t sure that they would be up for the challenge. They really got into the whole concept and now have even created amazing incredible stories. We even went and helped Ms. Goodwin’s room with their how-to books.
-I am an inclusion teacher and when I look at my students’ scores I am impressed. Only one student did not improve from the first to second benchmark. The student that did not improve STARTED at level 9 (benchmark 5 at the time), and performed at an 8 the second time (level 7 was benchmark). Even though the student didn’t improve, she is still above benchmark. One student went up 6 levels!!!!
I don’t know that I have evidence of achievement, but the children are enjoying writing.
-The quality of student work suggests that student achievement is improving. The quality and success of our students on benchmarks and other assessments further demonstrates the improvement in student achievement. The writing that the students have produced has improved due to the ideas learned and discussed in this book.
-It is hard to say how much the book would influence the overall writing in my class. I am proud to say that 88% of the kids in my class passed the 25 kindergarten writing benchmark.
What evidence suggests that the goals of the study group has/has not been met?
-Through our discussions, it is clear that we are now looking at writing workshop in a different way and experimenting with new techniques. Our conversations lead me to believe that we are also sharing what we have learned from the book with our colleagues and that they are experiencing the same success with the writing workshop structure and making of books.
-I think my goals of getting my gets to use books in their writing has definitely been met and I am seeing a huge improvement in their writing and their creativity. The books have allowed us to do more with pictures and this has really made them excited about writing.
-The collaboration and study has prompted me to change some of the ways I was teaching writing and has made me a better teacher. This in turn only positively affects my class. If you came into my classroom during writer’s workshop time you’d see brave students applying what was taught in mini lessons, they would tell you they are authors just like Laura Numeroff or Barbara Park, and you would see happy students and a happy teacher.
-I feel that the goals of the study group were met because I find myself doing a lot of self-reflection regarding writing. I have tweaked areas of writers workshop based on what I learned in the study group. I think that is the goal for all study groups—self-reflection and improved teaching.
-We discussed items (books, tour of classrooms) that were learned and discussed during the study session to show that our goals had been met.
-I would have to say that all four of the goals were met as a result of this study group. Personally I was very happy with my learning to help goal #2
-“The teachers will become more aware on how to be an effective teacher of writing while meeting the needs of all students”
-By learning about “making stuff”, I learned how to better engage the academically needy while at the same time challenging the academically advanced.
Wednesday, April 14, 2010
Sunday, February 28, 2010
Session 5:
Unit of Study Appendix: The Appendices are organized into short reference guides for each possible unit of study which makes it easy to get through. We all really liked the short summaries on potential mini lesson ideas to structure our year. This is the nuts and bolts of how to actually teach each unit of study. Below are some of our reflections/reactions on the units of studies Katie Wood Ray presents.
Unit of Study A: Kinds of Things Writers Make
- using picture books in different ways for a variety of genres
- we all did this unit of study and hope to expand on offering more variety in what we make beyond picture books.
-
Unit of Study B: Where Writers Get Ideas
- Similar to writers notebook
- Ideas come from our everyday lives, things we don’t want to forget, what we notice, love/cherish and feel, what we wonder and memories.
Unit of Study C: How to Read Like Writers
- This is more about having students notice how things are written and why authors make the choices they do (techniques/style)
Unit of Study D: Finding Writing Mentors
- Noticing how authors have their own style and how we can use mentor texts to spark our ideas
-
Unit of Study E: How to Structure Texts
- Ways to structure our ideas: repeated phrases, question and answer, see-saw, one question with a series of answers, match the beginning and ending, chronological over a day, week, month, year, ,etc., ABC, topics, moving from place to place, color sequence
-
Unit of Study F: How to Make Illustrations
- what an interesting unit of study concept to look closely at how authors use
illustrations to enhance their writing.
Unit of Study G: How to Have Better Peer Conferences
- Great suggestions for when to use them: “I need som e wow, I’m stuck, I wonder something about my writing, I need to test drive my piece, I need bigger ideas, I need some feedback
- Model how to peer conference with a fishbowl
Unit of Study H: Literacy Nonfiction
- Many ideas to move past the animal report research project- WOW!
Unit of Study I: Use Punctuation in Interesting Ways
- Don’t be afraid to teach use of ellipses, colons, etc. Model with mentor texts and why authors use certain punctuation with intention to enhance the meaning- go beyond periods and question marks.
-
Unit of Study J: Poetry
- reinforced what Regie Routman says about writing free verse
Unit of Study K: Revision
- Start small with revision to build confidence and that revision is empowering not a chore
Road Trip to Visit Each Other’s Writing Center:
We visited each room to look at how we set up our classrooms following the expectations of what Katie Wood Ray suggests throughout her book. So, there was review of all that we had learned.
Unit of Study A: Kinds of Things Writers Make
- using picture books in different ways for a variety of genres
- we all did this unit of study and hope to expand on offering more variety in what we make beyond picture books.
-
Unit of Study B: Where Writers Get Ideas
- Similar to writers notebook
- Ideas come from our everyday lives, things we don’t want to forget, what we notice, love/cherish and feel, what we wonder and memories.
Unit of Study C: How to Read Like Writers
- This is more about having students notice how things are written and why authors make the choices they do (techniques/style)
Unit of Study D: Finding Writing Mentors
- Noticing how authors have their own style and how we can use mentor texts to spark our ideas
-
Unit of Study E: How to Structure Texts
- Ways to structure our ideas: repeated phrases, question and answer, see-saw, one question with a series of answers, match the beginning and ending, chronological over a day, week, month, year, ,etc., ABC, topics, moving from place to place, color sequence
-
Unit of Study F: How to Make Illustrations
- what an interesting unit of study concept to look closely at how authors use
illustrations to enhance their writing.
Unit of Study G: How to Have Better Peer Conferences
- Great suggestions for when to use them: “I need som e wow, I’m stuck, I wonder something about my writing, I need to test drive my piece, I need bigger ideas, I need some feedback
- Model how to peer conference with a fishbowl
Unit of Study H: Literacy Nonfiction
- Many ideas to move past the animal report research project- WOW!
Unit of Study I: Use Punctuation in Interesting Ways
- Don’t be afraid to teach use of ellipses, colons, etc. Model with mentor texts and why authors use certain punctuation with intention to enhance the meaning- go beyond periods and question marks.
-
Unit of Study J: Poetry
- reinforced what Regie Routman says about writing free verse
Unit of Study K: Revision
- Start small with revision to build confidence and that revision is empowering not a chore
Road Trip to Visit Each Other’s Writing Center:
We visited each room to look at how we set up our classrooms following the expectations of what Katie Wood Ray suggests throughout her book. So, there was review of all that we had learned.
Session 4:
Looking Closely at Picture Books:
We spent half of today's session on looking at picture books and determining potential minilessons. To see our work, visit room 200 at Nathan T. Hall Elementary. We have organized books into traits of writing. On the cover of each book is a sticker stating potention minilessons. Some books even have complete lessons inside.
Chapter 7: Assessment
What the book says:
- Catch the students in the act- we need to meet with students all the way through writing a piece, not just after they are done
- Watch and listen to what students say about their pieces
- Students are always in charge of their writing, they have final say
- We want students to answer the question- "tell me what you are working on" to see if they can articulate what they are doing.
- Keep samples over time to see growth looking at craft and conventions
- We need to know what each student has in control and needs more time on trying
-
Our Connection-
We feel that we do this with our rubrics at each grade level as well as the kid friendly versions. This is helping us become knowledgeable about all areas of writing, not just conventions.
Chapter 8: Teaching Into and Out of the Work of Individual Children
What the book says:
- look closely at students' writing in one on one conferences determining next steps for each student
- conferences occur dailyafter the daily minilesson
- conferences follow a predicatable pattern (have student explain what they are doing, listen and look for teaching and prasie points, decide on one teaching point as to not overwhelm student)
- Kinds of conferences: helping students notice ideas, helping students get words onto page, helping students through the process of writing, helping students see new possibilities (craft), help students with conventions, setting goal conferences with students, taking chances (trial and error)
- Use share time at the end of the workshop for another chance for whole group teaching
We spent half of today's session on looking at picture books and determining potential minilessons. To see our work, visit room 200 at Nathan T. Hall Elementary. We have organized books into traits of writing. On the cover of each book is a sticker stating potention minilessons. Some books even have complete lessons inside.
Chapter 7: Assessment
What the book says:
- Catch the students in the act- we need to meet with students all the way through writing a piece, not just after they are done
- Watch and listen to what students say about their pieces
- Students are always in charge of their writing, they have final say
- We want students to answer the question- "tell me what you are working on" to see if they can articulate what they are doing.
- Keep samples over time to see growth looking at craft and conventions
- We need to know what each student has in control and needs more time on trying
-
Our Connection-
We feel that we do this with our rubrics at each grade level as well as the kid friendly versions. This is helping us become knowledgeable about all areas of writing, not just conventions.
Chapter 8: Teaching Into and Out of the Work of Individual Children
What the book says:
- look closely at students' writing in one on one conferences determining next steps for each student
- conferences occur dailyafter the daily minilesson
- conferences follow a predicatable pattern (have student explain what they are doing, listen and look for teaching and prasie points, decide on one teaching point as to not overwhelm student)
- Kinds of conferences: helping students notice ideas, helping students get words onto page, helping students through the process of writing, helping students see new possibilities (craft), help students with conventions, setting goal conferences with students, taking chances (trial and error)
- Use share time at the end of the workshop for another chance for whole group teaching
Session 3:
Chapter 5: Looking Closely at Minilessons
What the Book Says:
- Minilessons should have a purpose everyday- It is something a student should be able to try
"look at this, Look at what this writer is doing. This is so cool- somebody in here could
try this, you know"
- Every mini lesson should end with all students being able to envision new possibilities for their writing.
5 KINDS OF THINGS WE TEACH IN MINILESSONS
*techniques - craft ideas- study publised writing
*strategies- how to process their way to a complete piece
*understandings- the ways writers think about their audience
*conventions- capitals, periods, spelling, etc.
*questions- what do I do if?
- most minilessons is a combination of the above five
INSTRUCTIONAL STRATEGIES
*Study published writing (show parts of books, walk through whole book, anchor charts, inquiry groups)
*Study what authors say about process
*Survey the room - see what students are thinking
*Fishbowl- modeling how to do something in a small group
*Teach from our own writing
*Talk out of 1 on 1 conferences- share salient points
- Chart on page 96 summarizes chapter
- Teach students the importance of being intentional
- Teach using the real names of things
Chapter 6: Organizing for Thoughtful Instruction with Units of Study
What the Book Says:
-a marraige of process and product
*process- looking how we revise, how writers work, living a writer's life
*product- understanding expectations of certain genres, looking at types/kinds of writing that exist
- follow local and state curriculums but organize units into genres of study
- be responsive to what you see students doing and adjust your minilessons on students needs
- This way they learn all parts of writing
- go deep with units of study instead of studying a lot of units
- end the unit when the room has the feeling its time to move on
-
Watched more of the Video:
More Minilessons - reinforced a lot of the above
Next Time:
Bring picture books to determine potential minilessons.
What the Book Says:
- Minilessons should have a purpose everyday- It is something a student should be able to try
"look at this, Look at what this writer is doing. This is so cool- somebody in here could
try this, you know"
- Every mini lesson should end with all students being able to envision new possibilities for their writing.
5 KINDS OF THINGS WE TEACH IN MINILESSONS
*techniques - craft ideas- study publised writing
*strategies- how to process their way to a complete piece
*understandings- the ways writers think about their audience
*conventions- capitals, periods, spelling, etc.
*questions- what do I do if?
- most minilessons is a combination of the above five
INSTRUCTIONAL STRATEGIES
*Study published writing (show parts of books, walk through whole book, anchor charts, inquiry groups)
*Study what authors say about process
*Survey the room - see what students are thinking
*Fishbowl- modeling how to do something in a small group
*Teach from our own writing
*Talk out of 1 on 1 conferences- share salient points
- Chart on page 96 summarizes chapter
- Teach students the importance of being intentional
- Teach using the real names of things
Chapter 6: Organizing for Thoughtful Instruction with Units of Study
What the Book Says:
-a marraige of process and product
*process- looking how we revise, how writers work, living a writer's life
*product- understanding expectations of certain genres, looking at types/kinds of writing that exist
- follow local and state curriculums but organize units into genres of study
- be responsive to what you see students doing and adjust your minilessons on students needs
- This way they learn all parts of writing
- go deep with units of study instead of studying a lot of units
- end the unit when the room has the feeling its time to move on
-
Watched more of the Video:
More Minilessons - reinforced a lot of the above
Next Time:
Bring picture books to determine potential minilessons.
Session 2:
Sharing of Making Books:
Everyone was really motivated by what their students did. Motivation improved for most students and theyw were more productive. Some even shared that for the first time some students didn't want to end writing time. Amazed at how such a simple idea made such a difference. Stamina also increased in students.
Ideas:
-Have BOCES Printshop make some stapled books for you. Add paper as needed.
- Its okay to not have them redo their books. Everything does not need to be publised.
- Connect ideas with Lucy Calkins Units of Study and Kid Writing
- Important lesson was "I'm Not Afraid of My Words"
-
Chapter 3: Wrapping Strong Arms Around the Writing Workshop:
What the book says:
- connect learning in writing workshop throughout the day
- encourage students to always be intentional with their choices
- connect your word wall to wriing workshop
- use one mentor text many times
- be sure to demonstrate what you are expecting students to do
- connect learning about writing during word study time, learning centers. and other subjects
- students DO NOT copy anything, they are always crafting- even in kindergarten- they should be approximating and crafting their ideas (even if we have to tell students to pretend)
- Understand writing as a noun and a verb- in writing workshop we are looking for them to do the act of writing - verb. This means the actual process of using a writing tool. In the sense of a noun, students writing will look like writing of the age of the student.
Chapter 4: How Our Youngest Writers Use the Writing Process to Help Them Make Books:
What the book says:
-Don't teach the students the writing process until they actually are writing - don't even name the steps
- We don't want students jumping through management hoops. Eventually, we do want them to understand that they can change their ideas or what they have on the page.
- students can collect future ideas for writing in writing notebooks
- Composition develops over time just like spelling. Do not wait for correct spelling to begin composing.
- REVISION BEGINS WITH VISION: students need to have an idea on what they would like their end product look like/ sound like (making meaning)5 ways to revise: change (rewrite) something, add something, take something out, move something around, chuck it and start over
- Be careful with the way we revise with students. We want them to develop healthy attitudes about changing their writing and not be overwhelming. Nudge them, don't throw them over a cliff.
- Students can only edit things they know are wrong. Be aware of what they know,
-
Video: Section 1 Reflections:
- It made it clear for us to see how Lisa starts writing workshop in her class
- the focus of video is on clear/explicit mini lessons
- only let a few students share their writing (not whole piece but the portion they tried something new or applied the mini-lesson idea)
- Students publish one piece at the end of the Unit of Study
-REMEMBER- Celebrate approximations of students
Everyone was really motivated by what their students did. Motivation improved for most students and theyw were more productive. Some even shared that for the first time some students didn't want to end writing time. Amazed at how such a simple idea made such a difference. Stamina also increased in students.
Ideas:
-Have BOCES Printshop make some stapled books for you. Add paper as needed.
- Its okay to not have them redo their books. Everything does not need to be publised.
- Connect ideas with Lucy Calkins Units of Study and Kid Writing
- Important lesson was "I'm Not Afraid of My Words"
-
Chapter 3: Wrapping Strong Arms Around the Writing Workshop:
What the book says:
- connect learning in writing workshop throughout the day
- encourage students to always be intentional with their choices
- connect your word wall to wriing workshop
- use one mentor text many times
- be sure to demonstrate what you are expecting students to do
- connect learning about writing during word study time, learning centers. and other subjects
- students DO NOT copy anything, they are always crafting- even in kindergarten- they should be approximating and crafting their ideas (even if we have to tell students to pretend)
- Understand writing as a noun and a verb- in writing workshop we are looking for them to do the act of writing - verb. This means the actual process of using a writing tool. In the sense of a noun, students writing will look like writing of the age of the student.
Chapter 4: How Our Youngest Writers Use the Writing Process to Help Them Make Books:
What the book says:
-Don't teach the students the writing process until they actually are writing - don't even name the steps
- We don't want students jumping through management hoops. Eventually, we do want them to understand that they can change their ideas or what they have on the page.
- students can collect future ideas for writing in writing notebooks
- Composition develops over time just like spelling. Do not wait for correct spelling to begin composing.
- REVISION BEGINS WITH VISION: students need to have an idea on what they would like their end product look like/ sound like (making meaning)5 ways to revise: change (rewrite) something, add something, take something out, move something around, chuck it and start over
- Be careful with the way we revise with students. We want them to develop healthy attitudes about changing their writing and not be overwhelming. Nudge them, don't throw them over a cliff.
- Students can only edit things they know are wrong. Be aware of what they know,
-
Video: Section 1 Reflections:
- It made it clear for us to see how Lisa starts writing workshop in her class
- the focus of video is on clear/explicit mini lessons
- only let a few students share their writing (not whole piece but the portion they tried something new or applied the mini-lesson idea)
- Students publish one piece at the end of the Unit of Study
-REMEMBER- Celebrate approximations of students
Tuesday, January 12, 2010
Session One: January 6th and 7th
Introduction: 2 goals of book
(1) Authors wanted to share with others what they've learned about teaching writing to young children
(2) They wanted to explore whether or not this teaching was developmentally appropriate for young children. They determined it was as long as it was not curriculum shoved down students throats but instead teaching in response to what students are showing what they are ready for.
Chapter One:Writing Workshop- A Happy Place Where We Make Stuff
What book says:
- Students make things (books) with their thoughts
- it is not sharing " I like.... I love..."
- try out things real authors do
- making stuff allows them to do bigger things b/c possibilities are endless
- books work out for many genres b/c it is a common format
- remember that what students will create is what you would expect of their age
- allow approximation b/c that is developmentally appropriate
- once students see them as authors that make stuff they will become more intentional with what tbey do
- encourage teachers to move away from daily journal entries and teacher prompts because students write for the teacher not themselves
Chapter Two: Work, Space and Time - Writing Workshop Right From the Start
What book says:
- Allow time every day for writing (up to 60 minutes)
- follow structure of writing workshop (minilesson- 10 minutes, independent writing/conferring 30 or more minutes, share time 5 minutes)
- confer with 5 or 6 students eac day - 5 minutes each
- use mentor texts to show wbat authors put in their books (craft/convention ideas)
- share examples of past student work
- end every minilesson having students asking themselves (Is this something I could try)
- set up a central location for supplies
- let students work where they will work successfully around the room
- build stamina slowly over time
- establish guidelines for workshop
*get tools ready
*find best place to work for you
*you may talk if it is helping your writing
*write until the bell goes off - 5 minute warning
*stay in the place you have chosen to work
*Be ready to listen
- Make sure students know know when a piece is complete and what to do if they finish their work early (see pages 35 - 37)
Our Thoughts:
Overall, we were reaffirmed with the structure of writing workshop. We will begin implementing some of the structures and philosophies that Wood Ray shares in our rooms in the next month. We love the simplicity of what Katie Wood Ray and Lisa Cleaveland share about making their workshop successful. The key seems to lie in setting up the structure and being able to notice next steps for students in our future mini-lessons.
For Next Time:
Try 'making stuff' with your students and bring examples!
(1) Authors wanted to share with others what they've learned about teaching writing to young children
(2) They wanted to explore whether or not this teaching was developmentally appropriate for young children. They determined it was as long as it was not curriculum shoved down students throats but instead teaching in response to what students are showing what they are ready for.
Chapter One:Writing Workshop- A Happy Place Where We Make Stuff
What book says:
- Students make things (books) with their thoughts
- it is not sharing " I like.... I love..."
- try out things real authors do
- making stuff allows them to do bigger things b/c possibilities are endless
- books work out for many genres b/c it is a common format
- remember that what students will create is what you would expect of their age
- allow approximation b/c that is developmentally appropriate
- once students see them as authors that make stuff they will become more intentional with what tbey do
- encourage teachers to move away from daily journal entries and teacher prompts because students write for the teacher not themselves
Chapter Two: Work, Space and Time - Writing Workshop Right From the Start
What book says:
- Allow time every day for writing (up to 60 minutes)
- follow structure of writing workshop (minilesson- 10 minutes, independent writing/conferring 30 or more minutes, share time 5 minutes)
- confer with 5 or 6 students eac day - 5 minutes each
- use mentor texts to show wbat authors put in their books (craft/convention ideas)
- share examples of past student work
- end every minilesson having students asking themselves (Is this something I could try)
- set up a central location for supplies
- let students work where they will work successfully around the room
- build stamina slowly over time
- establish guidelines for workshop
*get tools ready
*find best place to work for you
*you may talk if it is helping your writing
*write until the bell goes off - 5 minute warning
*stay in the place you have chosen to work
*Be ready to listen
- Make sure students know know when a piece is complete and what to do if they finish their work early (see pages 35 - 37)
Our Thoughts:
Overall, we were reaffirmed with the structure of writing workshop. We will begin implementing some of the structures and philosophies that Wood Ray shares in our rooms in the next month. We love the simplicity of what Katie Wood Ray and Lisa Cleaveland share about making their workshop successful. The key seems to lie in setting up the structure and being able to notice next steps for students in our future mini-lessons.
For Next Time:
Try 'making stuff' with your students and bring examples!
Study Group Members
Mike Harris- Kindergarten
Wendy Goodwin - 1st Grade
Melissa Marsh - 1st Grade
Carrie Stanton - 1st Grade
Michele Hammond - 2nd Grade
Lindsey Sigmund - 2nd Grade
Wendy Goodwin - 1st Grade
Melissa Marsh - 1st Grade
Carrie Stanton - 1st Grade
Michele Hammond - 2nd Grade
Lindsey Sigmund - 2nd Grade
Sarah Roe- 2nd Grade
Natalia Conaty - 3rd Grade
January Pratt - 3rd Grade
Patrick Patterson- Literacy Leader/AIS
Natalia Conaty - 3rd Grade
January Pratt - 3rd Grade
Patrick Patterson- Literacy Leader/AIS
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