Tag Archives: Closing

#TCRWP Writing: Takeaways Day 5


On Friday the pace quickens, the sessions are shorter, goodbyes to session partners are bittersweet, the closing session is uplifting and motivating and then final farewells to friends who leave for home and other travels (Boothbay, ILA, Nerdy Book Camp).  New trail guides are perused.  Weekend planning begins.

But I must end the week with a smidgeon more.

Advanced AM Session

Celena Larkey

Ratchet up the level of your students’ writing by teaching them revision: Tapping into the power of mentor texts and checklists (K-2

Takeaways:

  1. Our ultimate goal:  Teach our students how to “mine” mentor text.  (published, teacher written, AND student written)  When students can mark up texts, they will truly know the strategies/skills. CL
  2. Our toolkits need a wide variety of pieces in a variety of process stages for examples. Some pages may even need to be in plastic sleeves for extra practice by students. CL
  3. Students need to talk more EVERY day.  Find little pockets of time (like snack time) and create little boards to rehearse the stuff on the checklist. CL  (Double, triple, quadruple the talk time to increase volume and stamina in writing.)
  4.   The Units of Study are not always specific about revision.  Maybe you will add a physical revision bend for three or four days as a mini-bend towards the beginning of the unit and then another day in bend 2, bend 3 and before the end of the unit with a revision club. C
  5. Have writing goals.  Make sure that the goals are clear.  Have you ever had revision goals like:

    Using tools to revise
    Revising to make ideas clearer
    Revising to make structure better

    Review revision in each unit and build the expectations across the year. CL

How will we know talk and rehearsal are important in your classroom?  

How will we know that students are working on revision every day?  Across the day?  And across the units?

Advanced PM Session

Colleen Cruz

Power Tools, Methods and Strategies:  Access and Support for English Language Learners and Kids with IEPs in the Writing Workshop (4-8)

We made some tools today that matched the needs of our case studies.  They were mini-charts, bookmarks, and choice tools for students.  Many were flexible so students could add or take away skills/strategies as needed.

Takeaways:

  1.  Use Smarter Charts or DIY Literacy for basic ideas for tools and tool development.
  2.   Consider whether some pictures/icons should be the same across the grade/building for increased access AND understanding for ALL students. (reading – same book, writing – same pencil/pen)
  3. Consider how color coding could increase access for students:  science = green, writing = blue, across the grade/building.
  4. Provide choices in writing tools for students.  Check the recommendations of OT/PT/SLPs.  (As I looked around our classroom, there were many variations in tools!)
  5. Build a plan for the year.  Think of it as menu planning for your entire family.  What dishes can everyone share?  And what dishes meet specific needs/diets?  Be planful in advance so that everyone has the sustenance that they need!!

Who ALWAYS asks the question:  “Is this good for ALL students?”

How can planning in advance for ALL students improve instruction across the board for ALL?

Lucy began our closing as she began the opening onMonday. . . “We came from 48 nations and 43 states . . . ”

We thanked everyone who made this week possible.

ALL the staff at TCRWP, Teachers College, and our beloved Staff Developers for the week.

celebration

Closing Celebration

Mary Ehrenworth

Celebrating Student Writing – and the Effect of Your Teaching

We looked at student work to celebrate the growth in writing where we could see huge growth from the beginning to the end of a unit.  But we also celebrated what wasn’t necessarily the attainment of a standard or items on rubrics and checklists.

Writers develop a deep passion for knowledge.

Writers cultivate their urge to teach others.

Writers making sense of themselves, exploring their identities.

Writers increasing their visibility.

Writers developing a deep sense of civic engagement.

Writers learning to correct social injustices.

Takeaways:

  1. Just as students celebrate their writing, teachers must regularly celebrate their writing instruction and feed their writing souls.
  2.  Writing improvement may seem like it’s gaining at a tortoise pace, but movement will vary across students.  Celebrate growth!
  3. What are your grade level expectations?  Are your goals concise?
  4. What is your grade level vision?  Is your vision broad enough?
  5. A la Katherine Bomer, what critical literacies do you encourage:Superheroes, Muscles, Politicians / leaders, Fantasy,  or Argument – that founding skill set of a democratic country?

What takeaways are going to linger with you?  

What and where do you need to consider “revising” in your instruction?

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