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Idea NotebooksIdea Notebooks
Presented by:Lila Jorge
Patricia KrivacStacey Shubitz
Thursday, June 8th, 2006Professional Development Day
Presented by:Lila Jorge
Patricia KrivacStacey Shubitz
Thursday, June 8th, 2006Professional Development Day
The 5 W’s of Idea NotebooksThe 5 W’s of Idea Notebooks
WHO Students K-7 Faculty Administration
WHO Students K-7 Faculty Administration
The 5 W’s of Idea NotebooksThe 5 W’s of Idea Notebooks
WHAT: A place to find & collect new
ideas
WHAT: A place to find & collect new
ideas
The 5 W’s of Idea NotebooksThe 5 W’s of Idea Notebooks
WHEN (pick what works for you): Morning lineup/sitting in auditorium On the way to assemblies Transitional times/early finishers (in
class) Recess during inclement weather Waiting for after school to begin In the morning, evenings, weekends,
vacations
WHEN (pick what works for you): Morning lineup/sitting in auditorium On the way to assemblies Transitional times/early finishers (in
class) Recess during inclement weather Waiting for after school to begin In the morning, evenings, weekends,
vacations
The 5 W’s of Idea NotebooksThe 5 W’s of Idea Notebooks
WHERE (pick what works for you): Classrooms Hallways Auditorium Cafeteria Playground/Yard Field Trips Subway or bus At home
WHERE (pick what works for you): Classrooms Hallways Auditorium Cafeteria Playground/Yard Field Trips Subway or bus At home
The 5 W’s of Idea NotebooksThe 5 W’s of Idea Notebooks
WHY: “We can’t give children rich lives, but we
can give them the lens to appreciate the richness that is already there in their lives. Notebooks validate a child’s existence.” --Lucy Calkins, Living Between the Lines, 35
WHY: “We can’t give children rich lives, but we
can give them the lens to appreciate the richness that is already there in their lives. Notebooks validate a child’s existence.” --Lucy Calkins, Living Between the Lines, 35
The 5 W’s of Idea NotebooksThe 5 W’s of Idea Notebooks
WHY: To provide a place for students to
practice writing. Generate texts Find ideas--Aimee Buckner, Notebook Know-How,
5
WHY: To provide a place for students to
practice writing. Generate texts Find ideas--Aimee Buckner, Notebook Know-How,
5
The 5 W’s of Idea NotebooksThe 5 W’s of Idea Notebooks
WHY: To give children a place where writing
matters to them. To develop a love of writing. To find excitement in the act of
collecting ideas that hold meaning to them.
WHY: To give children a place where writing
matters to them. To develop a love of writing. To find excitement in the act of
collecting ideas that hold meaning to them.
Implementation: Option AImplementation: Option A
Teachers will model how to use the Idea Notebook during the first week of school. During Writer’s Workshop
Students will carry their Idea Notebook to and from school beginning the first week of school.
Teachers will model how to use the Idea Notebook during the first week of school. During Writer’s Workshop
Students will carry their Idea Notebook to and from school beginning the first week of school.
Implementation: Option BImplementation: Option B
Teachers will spend about two weeks “talking-up” the Idea Notebook. Modeling how to use the Idea Notebook.
Countdown the days until the kids receive their Idea Notebooks.
Launch the Idea Notebook with some fanfare in your classroom.
Teachers will spend about two weeks “talking-up” the Idea Notebook. Modeling how to use the Idea Notebook.
Countdown the days until the kids receive their Idea Notebooks.
Launch the Idea Notebook with some fanfare in your classroom.
What Goes In An Idea Notebook?What Goes In An Idea Notebook?
Observations of people or situations Overheard conversations Sketches Snatches of talk Longer entries
Once kids feel comfortable using their Idea Notebook.
Observations of people or situations Overheard conversations Sketches Snatches of talk Longer entries
Once kids feel comfortable using their Idea Notebook.
Early Literacy and Writing Concepts
Early Literacy and Writing Concepts
According to the National Council of Teachers of English:
1. Young children possess knowledge about written language and a variety of forms of writing—stories, lists, signs—from an early age; quality instruction in the primary grades reflects children’s experience and knowledge.
2. All families engage with literacy and literacy-related experiences.
According to the National Council of Teachers of English:
1. Young children possess knowledge about written language and a variety of forms of writing—stories, lists, signs—from an early age; quality instruction in the primary grades reflects children’s experience and knowledge.
2. All families engage with literacy and literacy-related experiences.
Writing Concepts (cont.)Writing Concepts (cont.) 3. Writing develops in non-linear ways and takes
multiple forms as it becomes more conventional. 4. The “language arts” develop in concert.
Drawing supports writing, writing supports reading; opportunity to use multiple expressions of language increases language learning and ability
5. Writing is a social activity; writing instruction should be embedded in social contexts.
3. Writing develops in non-linear ways and takes multiple forms as it becomes more conventional.
4. The “language arts” develop in concert. Drawing supports writing, writing supports reading; opportunity to use multiple expressions of language increases language learning and ability
5. Writing is a social activity; writing instruction should be embedded in social contexts.
Writing ConceptsWriting Concepts 6. Language learning proceeds best when
children use language for meaningful purposes. 7. Experience with a particular kind of writing is
the best indicator of performance; extensive reading and writing within a particular genre or domain increases successful performance.
8. Writing is effectively used as a tool for thinking and learning throughout the curriculum.
6. Language learning proceeds best when children use language for meaningful purposes.
7. Experience with a particular kind of writing is the best indicator of performance; extensive reading and writing within a particular genre or domain increases successful performance.
8. Writing is effectively used as a tool for thinking and learning throughout the curriculum.
Writing ConceptsWriting Concepts 9. Students’ writing and language use reflects
the communities in which they participate. 10. Control of a written and spoken discourse
supports personal/political power. 11. The intent of education is to increase and
broaden our use of multiple social discourses, as well as to understand the implications of their use.
9. Students’ writing and language use reflects the communities in which they participate.
10. Control of a written and spoken discourse supports personal/political power.
11. The intent of education is to increase and broaden our use of multiple social discourses, as well as to understand the implications of their use.
Considerations for Early Childhood Writing
Considerations for Early Childhood Writing
Children need to know that writing is a social process that brings people closer.
Writing has many purposes and forms. *** Oral stories drawn from their own lives is
quintessential in the writing process. Students need to think of themselves as
authors. Teachers need to model all the many ways we
use writing.
Children need to know that writing is a social process that brings people closer.
Writing has many purposes and forms. *** Oral stories drawn from their own lives is
quintessential in the writing process. Students need to think of themselves as
authors. Teachers need to model all the many ways we
use writing.
DifferentiationDifferentiation Sketching and labeling are the two best ways
to get them started. Give the students time to share their notes or
write to a partner/teacher. Capture students’ stories during centers, as
students unpack/pack, return from trips or vacation and create conversations on these moments.
Sketching and labeling are the two best ways to get them started.
Give the students time to share their notes or write to a partner/teacher.
Capture students’ stories during centers, as students unpack/pack, return from trips or vacation and create conversations on these moments.
What does it look like?What does it look like? Faculty/Administration:
Continue to use your Blueline Notebook (aka: your Writer’s Notebook) for this purpose.
Grab an Idea Notebook, like the one your kids will use, and carry that around if you prefer!
Students: That’s up to you. You’ll get to choose from a few small
notebooks; whichever one suits you and your students’ needs best.
Faculty/Administration: Continue to use your Blueline Notebook (aka:
your Writer’s Notebook) for this purpose. Grab an Idea Notebook, like the one your kids
will use, and carry that around if you prefer! Students:
That’s up to you. You’ll get to choose from a few small
notebooks; whichever one suits you and your students’ needs best.
So the kids are writing in little notebooks… now what?
So the kids are writing in little notebooks… now what?
Idea Notebooks should be semi-private. Encourage your kids to share their entries
with a writing partner or the class. Give students time to transfer Idea Notebook
jottings into their Writer’s Notebook so they can develop good jottings/sketches into seed ideas.
Idea Notebooks should be semi-private. Encourage your kids to share their entries
with a writing partner or the class. Give students time to transfer Idea Notebook
jottings into their Writer’s Notebook so they can develop good jottings/sketches into seed ideas.
Next StepsNext Steps Select an Idea Notebook. Develop short lessons to model the way
to create entries in an Idea Notebook. Decide how you’ll promote the use of
the Idea Notebook with your students.
Select an Idea Notebook. Develop short lessons to model the way
to create entries in an Idea Notebook. Decide how you’ll promote the use of
the Idea Notebook with your students.
Questions/CommentsQuestions/Comments Does this mean kids can’t carry books with them like they
used to? Will there be Writing Certificates (similar to Reading
Certificates)? How do I prevent my students from using their Idea Notebook
for writing notes to friends? Tearing out pages? How do I assess the Idea Notebook? Should time be allotted during the school day for students to
write in their Idea Notebook or should this be done on-the-go? Do I have to carry a Writer’s Notebook with me everywhere I
go? What happens if a student loses his/her Idea Notebook? What do I do if my students run out of pages in their Idea
Notebook? Anything else that’s on your mind…
Does this mean kids can’t carry books with them like they used to?
Will there be Writing Certificates (similar to Reading Certificates)?
How do I prevent my students from using their Idea Notebook for writing notes to friends? Tearing out pages?
How do I assess the Idea Notebook? Should time be allotted during the school day for students to
write in their Idea Notebook or should this be done on-the-go? Do I have to carry a Writer’s Notebook with me everywhere I
go? What happens if a student loses his/her Idea Notebook? What do I do if my students run out of pages in their Idea
Notebook? Anything else that’s on your mind…
A final word about goals…A final word about goals…
We are striving to become a community of writers at P.S. 171.
If we show the kids that their writing matters, then we’ll be on our way to building a thriving community of writers this fall.
We are striving to become a community of writers at P.S. 171.
If we show the kids that their writing matters, then we’ll be on our way to building a thriving community of writers this fall.