using writer’s workshop to connect reading, writing, and content annette conley jennifer haws...
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Using Writer’s Workshop to Connect Reading, Writing, and Content
Annette ConleyJennifer Haws
Virginia Beach Reading Specialists
Our Goals
Goal 1• to connect reading instruction with authentic
writing opportunities.Goal 2• To create purposeful, confident, diverse
writers.
Presentation Outline
• Purpose for Writing • Building Writing Passion• A Model for Text Genre/Structure/Type• Connecting Reading and Writing• Text Examples and Graphic Organizers • Organizing a Writing Classroom (The Writing
Process and Writer’s Workshop)
“In Virginia, in addition to the third-grade social studies and science tests, a fifth-grade writing test will be eliminated next year, as will two U.S. history tests.”
http://www.washingtonpost.com/local/education/virginia-students-will-take-fewer-standards-of-learning-tests-next-year/2014/04/05/eea18666-bb46-11e3-9a05-c739f29ccb08_story.html
Responding to Reading
Good News or Bad?
• Write so that it “sticks” in your mind or in the mind of your readers.
• Write your opinion on a “sticky” note – support your opinion with evidence
• Is it good news or bad that there will not be a 5th grade SOL English Direct Writing Prompt Assessment this year?
Sharing and Reflection
• What kind of writing did we just do? • It was on a “sticky” note – does that count?• What did you notice about yourself as a
writer? • Was this a writing lesson?• What is writing instruction?
Writing Instruction
•Writing instruction has little to do with kits and worksheets. It’s messier – and more joyous than that.
Jeff Anderson Resource Article – What Writing Is and Isn’t Source: Educational Leadership April 2014
Here’s What Writing IS:
• A Transaction
• A Skill That Can Be Learned
• An Igniter of Passion and Freedom
Here’s What Writing is NOT:
• Test preparation
• Memorizing Parts of Speech
• Separate from Reading
Where Should We Begin?
• Purpose
• Let’s Look at the Standards
Writing SOLS• K.12 The student will write to communicate
ideas for a variety of purposes. • 1.13 The student will write to communicate
ideas for a variety of purposes. • 2.12 The student will write stories, letters,
and simple explanations. • 3.9 The student will write for a variety of
purposes.• 3.11 The student will write a short report.
Writing SOLS4.3 The student will learn how media messages are constructed and for what purposes. 4.7 The student will write cohesively for a variety of purposes. 4.9 The student will demonstrate comprehension of information resources to research a topic. 5.3 The student will learn how media messages are constructed and for what purposes. 5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to explain, and to persuade.
Reading
Kindergarten The student will demonstrate an understanding that print conveys meaning.
Grades K – 5 Students will read and demonstrate comprehension.
Content
Science – Kindergarten – 5th Use the language of science to communicate understanding.Social Studies The student will describe The student will explain The student will compare The student will read
Writing
• Develops reading comprehension and allows students to demonstrate it.
• Through writing, students can describe, compare, explain, and communicate understanding
• Resource: Writing about Reading
Passion for writing?
Keep it Authentic
• “Without the content of what to say students will not know what to write when the time comes. “
• “The quality of conversation directly influences the quality of student writing.”
• Landmark and Touchstone texts
• Janet Angelillo Writing about Reading
Understanding Genre
• Sort• Umbrella – Expository vs. Narrative• Need to Understand the Structure• Goal is for students to understand: What
structure is best to address the content?
How do we develop PASSION?
• Reading• Modeling• Writing with students• Writer’s Workshop • Authenticity • Choice • Connecting writing to reading, content, their
world, audiences
Informational Writing
• That’s our focus
Taking the information in and demonstrating understanding through writing. Students need to read and write to understand text structures and author’s purpose.
Text Structures in Nonfiction
Expository• Compare/Contrast• Cause/Effect• Main idea/Descriptive• Sequence/Chronological Order • Problem/Solution Narrative
Connecting Reading and Writing
• Step 1: Introduce the genres• Step 2: Read, read, read• Step 3: Make a chart to outline key elements of
the genre based on sample texts• Step 4: Use graphic organizers to scaffold
reading and organize thinking• Step 5: Have students use the graphic organizers
to write.• Step 6: Write and share
Finding Resources
Passages:• ReadWorks• Wegivebooks.org• Printables.scholastic.comGraphic Organizers• VDOE website • http://www.eduplace.com/graphicorganizer/
Understanding Workshop Resources
• Organized into folders • Walk-through• How to find it on-line???
Five-Step Early Writing Strategy
1.THINK– Generate ideas about which to write.– Select a topic.
2.DRAW– Create a picture that conveys ideas/thoughts.
3.WRITE– Write about the picture drawn.
4.WRITE NAME ON PAPER5.DATE PAPER
What is Writer’s Workshop?
• Model for instruction (mini-lesson + time for students to write)
• Students learn the genres by writing using the various text structures
• Levels of writing– Sticky notes– Graphic organizers– Quick writes– Process writing
Writer’s Workshop Basics
• Use reading notebooks or charts to track writing ideas.
Reminders• Students will work at different rates.• Teachers must establish expectations to
ensure students are on task.• All writing does not have to follow all 5 steps
Power Writing Steps
• Pre-writing (Brainstorm)• Organize (Graphic Organizers) • Writing• Edit + Revise• Re-writing
Getting Organized
• POWER Writing Folders • Tracking Charts• Mini-Lessons• Conferencing• Publishing
Final Words
Start with the “End in Mind”What are your writing goals for:– Your classroom as a whole?– Your students individually?– Your grade level?– Yourself?
Resources
• National Council of Teacher’s of English Writing Instruction Position Statement
• http://www.ncte.org/positions/statements/writingbeliefs
• What Writing Is and Isn’t• http://www.educationalleadership-
digital.com/educationalleadership/201404#pg13
Resources – Great Books
• The No-Nonsense Guide to Teaching Writing by Judy Davis and Sharon Hill
• The Writing Thief – Using Mentor Texts to Teach the Craft of Writing by Ruth Culham
• About the Authors by Katie Wood Ray
Disclaimer• Reference within this presentation to any
specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.