Building a Collaborative Community of Writers. Developmental Studies Center

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1 Building a Collaborative Community of Writers

2 Session Goals Review a framework for and the core elements of effective writing instruction Examine the role of talk in the writer s workshop Discuss strategies for moving students toward more authentic collaboration

3 First Days and Mama Sewing Getting Ready to Write Childtimes: A Three Generation Memoir By Eloise Greenfield and Lessie Jones Little Writing Time Sharing and Reflecting

4 Quick-Write: Early Memories If you were to write a story about your own remembered life, what memories could you write about? Jot down a few notes. Talk with a partner about your thinking. Write about an early memory. Write about anything you want

5 Reflection What was this lesson experience like for you? What would need to be in place in order for students to participate in lessons like this one?

6 No surprise for the writer, no surprise for the reader. For me the initial delight is in the surprise of remembering something I didn t know I knew. Robert Frost What, if anything, helped you remember something you didn t know you knew?

7 Dual Goals of Writing Instruction To give students opportunities to write in different genres while providing the skills and strategies they need to become strong writers To provide opportunities for students to work together and to develop socially and ethically

8 Best Practices in Writing Instruction Building intrinsic motivation Abundant writing practice Learning from published works and authors Developing writing in the primary grades Guided support through each step of the writing process Learning skills and conventions when most helpful Collaboration, sharing, and conferring

9 Collaborating Throughout the Writing Process Prewriting Drafting Revising Proofreading Publishing

10 Reflection Questions What is the role of talk in the writer s workshop? What is challenging about building community and helping students learn to work collaboratively?

11 Lesson Structure Getting Ready to Write Writing Time Sharing and Reflecting

12 Getting Ready to Write Whole class mini lessons may include: Read alouds Brainstorming ideas Quick writes Shared and/or modeled writing Preparation for partner work

13 Writing Time Students write independently Teacher assesses and confers Time for writing increases to minutes a day Write quietly for minutes. You may:! Write about things that are important to you.! Choose an idea from your Ideas for Writing section and write about it.! Write something else you are interested in.!

14 Writing Conferences When we sit alongside the writer and ask Where did you get the idea for this piece? Will you read it to me? What is going to happen next? We convey this message When I confer with you about your writing, you are more important than the writing. Donald Graves

15 Sharing and Reflecting Students: Share and reflect on writing Share and reflect on social interactions Listen to one another Express appreciation Discuss problems Brainstorm solutions

16 Best Practices in Writing Instruction Building intrinsic motivation Abundant writing practice Learning from published works and authors Developing writing in the primary grades Guided support through each step of the writing process Learning skills and conventions when most helpful Collaboration, sharing, and conferring

17 Building intrinsic motivation Students must really want to write to grow as writers. Intrinsic motivation to write grows out of Membership in a safe, caring community that takes writing seriously Use of intriguing texts Choice of writing topics, even when exploring different genres Teaching skills when students need and are ready to use them.

18 Start the Year Right Build a Community Get to know one another Build relationships Learn social skills and values Establish routines and use cooperative structures Get ideas for writing from read alouds and each other

19 Teambuilder: Getting to Know You 1. Write down three facts about yourself. 2. Trade facts with your partner. 3. Use the facts to interview each other. Start by asking each other questions about the fact that makes you the most curious.

20 Sharing and Reflecting What did you find out about your partner? Did both partners have a chance to talk about the question? If not, what can you do next time to make sure you both get a chance to share?

21 Teambuilding: Unusual Questions Think about the difference: What s your favorite color? or What color is your bedroom? What colors do you see when you dream? EXAMPLES: How many teeth do you have? How long was the longest hair you ve ever had? When is a time you couldn t stop laughing? Who is the most interesting person in your family? Would you rather be a dog or a cat?

22 Unusual Questions Activity 1. With your partner, brainstorm a list of unusual questions you might ask your classmates. 2. Review your list with your partner. Agree on one question that you think is the most interesting or unusual. Choose a second question in case another pair asks your first question. 3. I ll call on a pair to read the question. When I say Turn to your partner, discuss the question with your partner.

23 Integrating Academic and Social Skills What academic skills are addressed in these teambuilders?

24 Having dual goals ensures that both of the things we value how they are learning are given equal attention in our classrooms. Peter Brunn, The Lesson Planning Handbook

25 End the Year: Revisit the Writing Community Reflect on growth As writers As community members Plan summer writing

26 Building Intrinsic Motivation Students must really want to write to grow as writers. Intrinsic motivation grows out of Membership in a safe, caring community that takes writing seriously Use of intriguing texts Choice of writing topics, even when exploring different genres

27 Using Literature Immerse in Genre Generate Ideas Study Author s Craft

28 Building Intrinsic Motivation Students must really want to write to grow as writers. Intrinsic motivation grows out of Membership in a safe, caring community that takes writing seriously Use of intriguing texts Choice of writing topics, even when exploring different genres

29 Quick-Write: Early Memories If you were to write a story about your own remembered life, what memories could you write about? Jot down a few notes. Talk with a partner about your thinking. Write about an early memory. Write about anything you want

30 Best Practices in Writing Instruction Building intrinsic motivation Abundant writing practice Learning from published works and authors Developing writing in the primary grades Guided support through each step of the writing process Learning skills and conventions when most helpful Collaboration, sharing, and conferring

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33 Start the Year with Motivation in Mind Suspend skills instruction entirely for the first 4 weeks. Silence the inner critic. Teach skills when students need or are ready for them. Establish a Writing Ideas section in the writer s notebook. Post charts of brainstormed ideas around the classroom. Use mentor texts to inspire ideas for writing. Share stories from published authors that tell where they get their ideas. Allow students to write freely on topics of their own choosing. Provide authentic opportunities for collaboration

34 Expository Nonfiction Unit Partners Co-publish Weeks 1 2: Develop curiosity Agree on a topic Weeks 3 4: Research & take notes Write a first draft Weeks 5 6 Share and receive feedback from other pairs Edit, revise, proofread, publish

35 Best Practices in Writing Instruction Building intrinsic motivation Abundant writing practice Learning from published works and authors Developing writing in the primary grades Guided support through each step of the writing process Learning skills and conventions when most helpful Collaboration, sharing, and conferring

36 Collaboration, Conversation, and Sharing In order to grow as writers, students need opportunities to collaborate and receive feedback. They need extended time to: Talk in pairs, in groups, and as a class about their writing Learn cooperative structures and discussion prompts Confer with partners and learn to give and receive feedback Present published writing from the Author s Chair

37 Students develop socially and ethically by: Working with a partner Setting classroom norms Learning and using cooperative structures Learning and using social skills Discussing their work Solving problems

38 Lesson Facilitation Deepens Student Thinking Listen first, ask questions later Take notes to remember what students say Ask open ended and follow up questions Probe student thinking What did you hear that made you think that? Say more about that. How is what you are saying different from s comments?

39 Teach and Use Cooperative Structures Turn to Your Partner Think, Pair, Share Heads Together

40 Additional Facilitation Techniques Use wait time wisely Connect student thinking

41 Use Discussion Prompts I agree with because I disagree with because In addition to what said, I think

42 Scaffold for Helpful Feedback What did you hear that got you interested in someone else s writing? What do you want to ask about his story? Prompts for Giving Feedback to the Author I found out I like your story because I want to know

43 Provide Opportunities for Reflection What have you learned today about giving feedback respectfully? What problems can arise when giving feedback? How will you avoid those problems today?

44

45 Social Values Responsibility Respect Caring Fairness Helpfulness

46 Teacher as Writer I want students to write with passion and ease. I want them to become confident, motivated writers who see writing as an everyday, useful, even enjoyable tool. I want the same for teachers. ~ Regie Routman Writing Essentials

47 Video: The Power of Partner Work What are your questions?

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