Tag Archives: Takeaways

#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?

Ruth Ayers’ Celebrate This Week

#TCRWP Writing: Takeaways Day 2


 

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)

Our 30 minute writing workshop felt like heaven. Time to write, time to think, time to talk with our partners!

“When we revise for meaning, we ask, “What’s this piece for?”  Do I want the reader to feel a certain way? What do I want them to do?  After I figure out that meaning, I scan my writing piece quickly. Any part that doesn’t match, I cross it out with one line. Any part that matches the meaning, BLOW it up ad I make sure that I tell it bit by bit.”

With that, Celena demonstrated in her text, had us read our own pieces and we were off revising. And it felt very comfortable and very doable.

Meaning – Development / Elaboration Strategies

  • Jump into the moment & tuck into details later
  • Make time matter
  • Find heart of mater and add details, thoughts!
  • End in the moment
  • Stretch the moment across the pages!
  • Show don’t tell – use describing words.
  • Make characters talk.
  • Make the characters move – add action words
  • Add feelings
  • Add thinking
  • Find the important part – say more

SHARES

  1. Symphony share.

   Find one revision.

   Put your finger on it.

   Read just that revision for a single share.

 

  1. Museum share.

   Physical revision.

   Walk around and look at the revisions.

   Don’t take work to carpet. Quick.

   Works in primary.

   Can quickly see a variety of types of revisions.

Choosing a Mentor Text

choosing a mentor text

We are using this format to study our mentor text.

Title and Author of Mentor Text

What do we see?

What do we call it?

Why would we use it?

Takeaways:

  1. The standards (CCSS.W.5) can be a guide for revision with vertical teacher conversations about the expectations for each grade level. CL
  2. Revision is not like moving day where the big truck backs up to the door and EVERYTHING is loaded at one time. Choose one lens – meaning and revise. It will take practice. CL
  3. Use teacher written mentor texts to model how to “revise” so students can see the marked up copy. CL
  4. “A tool is only as good as the tinker’s hand in which it is!” CL
  5. Two ways of quickly sharing revisions are symphony or museum shares. CL

Consider: How do we make revision a part of every day’s work?

How and when do teachers study mentor text in order to really KNOW it?

Colleen Cruz

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

Tools:   What should students write with?

Is this teacher preference?  Student preference or both?

Write with Pencils Write with Marker / Gel Pen
First problem with volume

Hard to “push” a pencil – slows writer down

Great for sketching

“Are you writing volumes with #2 pencil?

Cannot erase

Edit/ Revise with one line through previous text

Cannot lose data

Flows when writing

What most adults use in real world

(Skills list – draft by genre – not all inclusive)

Narrative Skills (fiction, historical account, personal, etc.)

  • Generate story ideas
  • Structure plot (sequence)
  • Dramatize action
  • Summarize
  • Make meaning evident
  • Develop characters
  • Imbue voice

Information Skills (all about, lecture, article, etc.)

  • Generate topics
  • Structure content
  • Elaborate on information
  • Summarize
  • Develop central idea
  • Imbue voice

Persuasive/Opinion/Argument Skills (essay, lit. essay, speech, editorial, etc.)

  • Generate ideas/opinions/arguments
  • Structure piece
  • Support with evidence and reasons
  • Summarize
  • Prove thesis/idea/opinion
  • Imbue voice

Takeaways:

  1. A skill is cooking; a strategy is the way you do it (boil, bake, fry, sear, broil, etc.) CC
  2. Skill? Strategy? Leads could be both – just like a square can be a rectangle! CC
  3. “I have to write a novel.  Where is my #2 pencil?” says NO published author ever!  CC
  4. Consider the physical demands on writing when a student uses pencil vs. pen. CC
  5. Make decisions about organization of notebook based on what students need and less on what is neat and tidy for the teacher. (If the organization  of the notebook is a constant battle to get students to do it, are there more options / possibilities?) CC

To consider:  Is the big question – Is this a skill or a strategy? Or is the big question – What can the student do over time in multiple pieces and with multiple genres?

How do we teach for transfer?

Closing Session

Mary Ehrenworth – Studying Mentor Texts for Possible Small Group Lessons – Read like a teacher of writing, considering:

Structure

Craft

Conventions

What is the rationale for using mentor texts?

  1. Even in the Units of Study in 18-20 days, you can only teach about 6 new things.
  2. Mentor Texts – so you aren’t the only source of information about narrative writing.
  3. Mentor Text – opens up to 3-12 other things kids can be exposed to.
  4. Don’t wait until they are GOOD at it – not waiting for this work to be perfect!
  5. Mentor Text is important. Study.  Incubation period may be long. You may not get the benefit of student learning this year.

Mary began with a demonstration text, “Brave Irene” and showed us how to look at Structure  in terms of a movement of time. If it starts right away in one moment, when does time change? And then we did the same work in “Fly Away Home”.

Strong writers in small groups:

  • Find things.
  • Name them.
  • Are they repeated?
  • How would that work in our text?

Process that we used:

  1. Come to any text that we have and ask any questions by looking for most accessible text.
  2. Visual cues and language for a tool to help students. . . academic discourse.
  3. Sometimes I will do this work in video – engaging
  4. I try to demonstrate in my own writing – in the air.

 

Takeaways:

  1. Teacher “shows” mentor text but doesn’t try it out is often the biggest problem with mentor texts.
  2. The teacher must know the mentor text very well.
  3. Students can make decisions about what to look for in mentor texts when the author’s repetition of structure, craft, or conventions is used.
  4. Mentor texts are the best way to study grammar “like an author”.
  5. Use of mentor texts should be engaging – and that might be why you consider video.

To consider: What if students were in charge of more “noticing” and determining what can be found in mentor text?

Is this the reciprocity that you would get from reading workshop?

 

Closing Keynote

Ralph Fletcher

Rethinking Mentor Text

Ralph Fletcher began with sharing letters from students, quotes from authors and many “craft” moves in the mentor texts. He also had us write during his keynote speech.

Using Ralph Fletcher’s mentor text, “The Good Old Days”, (keeping first and last stanzas), here is what I wrote:

The Good Old Days

Sometimes I remember

the good old days

 

Riding bikes on Sundays

Playing baseball games in the evenings

 

A carefree family life

Living on the farm

 

I can’t imagine

Anything better than that.

10 Tips for Using Mentor Texts to Teach Writing

  1. Read what we love ourselves
  2. Take advantage of “micro-texts” that can be read in one sitting (Picture Books, Poems, Paragraphs)
  3. Talk about the author behind the book. What itch made them write that story?
  4. Don’t interrupt the first reading of a text
  5. Leave time for natural holistic responses
  6. Reread for craft
  7. Design a spiral of Mini-Lessons that cycle back to teach craft
  8. Use the Share to reinforce the craft lesson from the Teaching Point – showing students in the class who did the craft move in their writing
  9. Invite (don’t assign) students to experiment with craft element
  10. Be patient – The student may not be able to do the craft this year but instruction was not in vain.

Bonus Tip – Don’t kill the book!

Take Aways:

  1. Understand Means “To stand under”
  2. A writer MUST read!
  3. Mentor texts are available everywhere!
  4. There are many places to start but these institutes grow you personally and mentor texts will grow your classroom.
  5. Collect a lot of writing, including student writing, for mentor text use.

To consider:  What if more teachers were writing?  What supports do readers need in order to be better writers?

THANKS, Readers!

 

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