Writing in Service

7/31/2019 Writing in Service

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Presented by Amanda NickersonMinerva Local Schools

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2/23

While teaching third grade without a core writing program, I spent a considerable

amount of time researching various writing programs. I had experience with 6+1Traits of Writing, but I wanted something that would overlap with my existing

Readers Workshop in a meaningful way. Countless Google searches led me to Units ofStudy for Teaching Writing. I spent a long time researching the program. I learnedthat the program is research-based, and that it had a great impact on both NYC

schools and Denver City Schools. Knowing how many literacy initiatives came out ofDenver through teachers like Debbie Miller and Ellin Keene, I decided to take the

plunge and purchased both the K-2 and 3-5 writing programs.

I currently utilize the second kit with my third graders. I have used it for two

years, and at this point, I can confidently say that this program is magical! Thecurriculum acknowledges that each student is the main character in his or her ownlife. Through a carefully crafted spiral curriculum, students master the art ofwriting through teacher modeling and through studying the craft of powerfulauthors. Students have the opportunity to write about topics that they are

passionate about and tell stories that stem from their own life experiences underthe umbrella of each particular unit. The Units of Study are aligned with the newCommon Core Standards by addressing the following genres of writing: narratives,

essays, fictional pieces, literary responses, and memoirs. In addition, the studentsalso write biographical reports and participate in a Wax Museum to showcase their

knowledge to supplement the UofS program. Prompts are used sparingly.

Students learn strategies that real authors use and work in partnerships to

ensure that their writing is given an audience. Partners will read to one another andoffer suggestions to improve each piece. Students will sit elbow-to-Elbow, knee-to-knee as they confer with one another about their compositions.This is real writingfor a real audience with intention and a real purpose.This is writing at its best.

Writers WorkshopA Glimpse at My Classroom


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Units of StudyA Yearlong Curriculum

Units of Study for Primary Writing: A Yearlong Curriculum: (K-2)

* The Nuts & Bolts of Teaching Writing

* Launching the Writing Workshop

* Small Moments: Personal Narrative Writing* Writing for Readers: Teaching Skills & Strategies

* The Craft of Revision

* Authors as Mentors

* Nonfiction Writing: Procedures & Reports

* Poetry: Powerful Thoughts in Tiny Packages

* The Conferring Notebook.

* Resources for Primary Writing (CD-ROM of print & video material)

Visit wwww.Heinemann.com to order online.

Contact Heinemann Customer Service:

Phone: (800)225-5800

Fax: (603)431-2214

Email: [email protected]
http://www.heinemann.com/mailto:[email protected]:[email protected]://www.heinemann.com/http://www.heinemann.com/


4/23

Units of StudyA Yearlong Curriculum

Units of Study for Teaching Writing: A Yearlong Curriculum: (3-5)

* A Guide to the Writing Workshop

* Launching the Writing Workshop

* Raising the Quality of Narrative Writing

* Breathing Life into Essays

* Writing Fiction: Big Dreams, TallAmbitions

* Literary Essays: Writing About Reading

* Memoir: The Art of Writing Well

* Resources for Teaching Writing (CD-ROM of print & video material)

Visit wwww.Heinemann.com to order online.

Contact Heinemann Customer Service:

Phone: (800)225-5800

Fax: (603)431-2214 Email: [email protected]

Samples are available for download at http://www.unitsofstudy.com/iuos/samples.asp

(3-5) and http://www.unitsofstudy.com/samples.asp (K-2).
http://www.unitsofstudy.com/samples.asphttp://www.heinemann.com/http://www.unitsofstudy.com/samples.asphttp://www.unitsofstudy.com/samples.asphttp://www.unitsofstudy.com/iuos/samples.asphttp://www.unitsofstudy.com/iuos/samples.aspmailto:[email protected]:[email protected]://www.heinemann.com/http://www.heinemann.com/


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Common Core StandardsA Shift Towards Process Writing

The new Common Core Standards focus largely on three different types of writing:

Informational/ Explanatory, Narratives, and Opinion Pieces. Take a look at how UofSmatches up in the chart below. Note that each unit takes approximately one month.

Standard Unit of Study Program Genre(s)

K-2 Opinion Pieces K-2 (growing complexity) Authors as Mentors, Poetry:

Powerful Thoughts in TinyPackages

K-2 Informational/Explanatory

K-2 (growing complexity) Nonfiction Writing:Procedures & Reports

K- Single Event (Narrative) K-2 (growing complexity) Small Moments: PersonalNarrative Writing

1-2 Narratives K-2 (growing complexity) Small Moments: PersonalNarrative Writing

3-5 Opinion Pieces 3-5 (growing complexity) Breathing Life into Essays,Literary Essays,

3-5 Narratives 3-5 (growing complexity) Raising the Quality ofNarrative Writing, Memoir:The Art of Writing Well,Writing Fiction: Big Dreams,Tall Ambitions

3-5 Informational/Explanatory 3-5 (growing complexity) Breathing Life into Essays,Teacher Created Research

Unit


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Writers WorkshopA Framework for Success

Writers Workshop follows a predictable pattern of:

Mini-lessons (5-10 minutes)

Independent Writing (20-30 minutes)

Conferencing (during independent writing)

Sharing (5-10 minutes)

Total Workshop Time: 30-50 minutes

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* My students are actively involved in our Writers Workshopfor 30 minutes every day. I would love to have a longerwriting block, but it doesnt fit into my schedule.

* The framework is flexible. You may find that some days,your mini-lesson is a little longer, because maybe yourstudents are highlighting passages or looking for examples inbooks. They may be engaged in other activities besides

writing, and thats okay. You may write more other days,and your sharing sessions may vary. I typically allow a 2-5minutes to turn and talk to a partner or circulate around theroom for a Tea Party where they share a snippet withseveral people. Dont be afraid to adapt it to fit your needs.


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What are Mini-lessons?

A mini-lesson kicks off Writers Workshop every day! Itis a short 5-10 minute period in which the teacherexplicitly teaches a writing technique through modeling,shared writing activities, or through the use of mentor

texts.There are four types of writing mini-lessons:

- Procedures and Organization (routines)

- Strategies and Processes (generating ideas, timelines)

- Skills (punctuation, paragraphing, etc.)- Crafts and Techniques (strong leads, similes, etc.)

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* I learned how to structure mini-lessons from reading mini-lessonswritten by other people. If you visit the Units of Study website,there are several sample mini-lessons available for download. You

may want to read a few of the mini-lessons to get a feel for howthey are structured and paced.

Samples are available for download at http://www.unitsofstudy.com/iuos/samples.asp

(3-5) and http://www.unitsofstudy.com/samples.asp (K-2).
http://www.unitsofstudy.com/samples.asphttp://www.unitsofstudy.com/samples.asphttp://www.unitsofstudy.com/samples.asphttp://www.unitsofstudy.com/iuos/samples.asphttp://www.unitsofstudy.com/iuos/samples.asp


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Independent Writing

* Students write independently daily for 20-30 min.

* Students use a writers notebook and/or folder toorganize their seed stories, drafts, and final copies.

* Students determine the topics they will write aboutwithin a certain genre.

* Students progress at different stages of writing.

* The teachers role is to facilitate learning...conferencing, monitoring, encouraging, and coaching!

* When youre done, youve just begun! {Our mantra!}* Students may sit around the room on the floor, in

beanbags, at tables, etc.


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Coaching in Conferences

* Conferencing and independent writing occur simultaneously.Since every student is engaged in writing about stories thatmatter, this frees the teacher up to confer with students.

* You may conference with individual students during thistime, or you may opt to pull strategy groups to the table.Sometimes I pull a group with different needs to help themgain momentum or generate ideas. I used to try toconference with one student at a time every time, but Ifound that a combination of approaches helps me to addressmy students needs more effectively.

* Students may seek responses from other students (orpartners) during this time. Published authors collaborate andbounce ideas around. My students do too.

* Documentation: Some teachers prefer to keep a binder orPensieve (if they use the Daily 5) to keep track ofconferences. I generally keep copies of rubrics, writingsamples, and lists of strategies/students. However, Iprefer to write notes down in the margins of drafts or on

Post-Its that are applied directly to the childs writing,because a permanent map of our progress is right thereevery time we work together, and the child gets to keep it.I make copies as necessary. It keeps my conferences briefand allows me to work with more students.


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Sharing

* Sharing is an integral part of Writers Workshop thatshould not be neglected. It is meaningful and empowering!

* Students are given opportunities to share their writing(often a certain element or section) with a partner.Most times, students turn and talk to a partner briefly.

Both partners share. If I conference with a student andthink that their piece can help motivate others to achievethe same goal, I will ask them to share. At the end of agenre study, we typically spend 20-30 minutes sharingstories with one another in small groups. It takes foreverto do it as a whole class, and the kids are just excited to

share with one another! It is HUGE in terms ofmotivation. Plus, it gives students a real visible audienceand gives them a chance to practice speaking orally.

* In the spring, we have a Writers Coffeehouse! The kidshave a chance to choose one published story that theyhave written to share with the class {and parents}.

* Sharing time allows students to learn from each other. Italso gives them the opportunity to hear/see strongexamples of student writing and celebrate their progress!


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Writers Notebook

* Writers Notebooks come in all shapes and sizes. Youmay give your students a choice to bring in whatever theywant to write in, or you might opt to have them bring ina spiral notebook or composition book. I prefer having mystudents bring a spiral notebook to decorate, but I may tryout a three ring binder next year!

* Writers Notebooks allow for constant composition.These seed stories may lead to larger pieces. or may not.

* Writers Notebooks are a place to write downconversations, language, words, odd facts, questions,lists, what matters/moves you, what haunts you,insights, quotes, etc. It is an idea bank as much as it is aplace to hold stories. These ideas may spark storiesdown the road.

* Heart Maps- Georgia Heard came up with the originalidea of heart mapping. They may be created inside of thewriters notebook or on a separate paper that is kept in

each childs writing folder. It showcases what mattersmost and helps students generate ideas for writing.

* Ralph Fletcher has a great book about Writers Notebookscalled A Writers Notebook: Unlocking the Writer WithinYou. Its inexpensive, and its a wealth of knowledge!


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Workshop Guidelines

* Encourage students to date, label, and save everything.

* Have students skip lines in drafts to allow for editing andnote-taking.

* Encourage students to edit in ink to make changes visible.Never erase on a draft... just the final pieces.

* Establish that writing is thinking. We must always bethinking and making sure that we do not distract others.

* Students should sit EEKK {elbow-to-elbow, knee-to-knee}when conferring with others. Use a 6 inch voice whetherconferring with students or the teacher. We must lead byexample too.

* When students are stuck, they should be able to use theresources in the room or anchor charts on the walls to helpthem. This must be explicitly taught and modeled early in theyear to prevent interruptions during conferences and to keepkids from checking out mentally.

* Determine procedures for materials, model them, then holdstudents accountable.

* I love how my Writers and Readers Workshops overlap. Ifyou spend the first few weeks of school teaching andmodeling your expectations and procedures, you spend lesstime redirecting students or correcting behaviors later.


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Benefits of Writers Workshop

* Having a designated time for Writers Workshop prioritizeswriting instruction.

* Students develop independence, motivation, and ownership aswriters. They develop a love of writing, because they writeabout topics that are of personal significance.

* Students learn how to evaluate their own writing to makeimprovements, and they learn how to write to craft storieswith the audience and ultimate purpose in mind.

* Writers Workshop sets a collaborative tone and builds acommunity of readers and writers.

* Helps students see the connections between reading and

writing through the use of mentor texts.

* Students progress at their own pace. Once they publish, theybegin a new seed story or jot down new ideas. They arenever truly finished. Therefore, no time is wasted waitingon others to finish. Even hard deadlines for genres are notan issue. Students who are finished with the required

assignment are free to work on their own exploratory pieces.* The more we empower students to think and write about

what really matters to them, the more we increase thelikelihood that they will grow up to be capable thinkers andinnovators.


14/23

Anchor ChartsMaking Thinking Permanent

* Anchor charts are used in both Readers Workshop andWriters Workshop, but can be used across the curriculum tomake thinking and learning permanent. These student andteacher made posters become testimonies to the work youvedone together and are visual reminders of strategies or

skills.

* Some anchor charts can be procedural to help students reachthe expectations set for them. I keep key procedural postersup all year to go back to if we need a refresher.

* Some anchor charts can be used to help generate ideas.

* Some anchor charts are used to teach specific targetmechanical or grammatical skills.

* Some anchor charts remind students of different strategiesthey can use as they progress through writing.

* Some anchor charts are created by students as they study

specific authors through author studies or look for strongexamples in high quality literature. They do not always haveto be created by the teacher.

* If you would like a copy of the anchor chart PowerPoint,please feel free to email me.


15/23

Resources

Writers Workshop

Awakening the Heart: Exploring Poetry in Elementary and Middle Schoolby Georgia Heard

A Writers Notebook: Unlocking the Writer Within You by Ralph

FletcherCracking Open the Authors Craft by Lester Laminack (Use withSaturdays and Teacakes which is also by Lester Laminack).

Pyrotechnics on the Page: Playful Craft That Sparks Writingby Ralph Fletcher

Writers Workshop: The Essential Guide by Ralph Fletcher and JoAnn

Portalupi

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Helpful websites & Free WeB resources

Teaching That Makes Sense http://www.ttms.org/steve_peha/

steve_peha.htm

Two Writing Teachers Blog http://twowritingteachers.wordpress.com/

Melissa Forney http://www.forneyeducational.com/drupal/free_handouts
http://www.forneyeducational.com/drupal/free_handoutshttp://www.ttms.org/steve_peha/steve_peha.htmhttp://www.ttms.org/steve_peha/steve_peha.htmhttp://www.forneyeducational.com/drupal/free_handoutshttp://www.forneyeducational.com/drupal/free_handoutshttp://twowritingteachers.wordpress.com/http://twowritingteachers.wordpress.com/http://www.ttms.org/steve_peha/steve_peha.htmhttp://www.ttms.org/steve_peha/steve_peha.htmhttp://www.ttms.org/steve_peha/steve_peha.htmhttp://www.ttms.org/steve_peha/steve_peha.htm


16/23

Fiction SnippetsGifted Base! yelled Ivy breathlessly. She could feel the hot Texas sun beating downon her face. Julie almost ran into Samantha running after her. Recess is over!shouted Mrs. Sheen. When Julie and Ivy were in line, Julie said, Youre going to beIt when we play tag tomorrow. O.K. Ivy whispered back.

Ivy and Julie walked home together. When they got to the corner of LemonStreet, Ivy said good-bye to Julie and turned onto Lilac Street. Ivy stepped into herhouse. She saw Missy, her little sister, dancing along with the Muppets on T.V.

How was school today? asked Ivys mom, stepping out of the kitchen. Fineanswered Ivy. Wheres Andrew? Up in his room studying. I suppose you shouldbe too answered Ivys mom.

The next day, the sun was shining. Perfect day for tag, thought Ivy. She ran outon the playground. Youre It! Julie called Ivy. Ha! Gotcha! said Ivy after tenminutes of chasing Julie. Julie chased after Ivy. Ivy ran to the wire fence and satdown. Why dont we take a break said Ivy. As soon as Ivy finished saying it, Mrs.Sheen yelled, Line up! Come on Ivy, lets go said Julie. My hair is stuck in thefence said Ivy softly. Ill go get Mrs. Sheen! called Julie running off.

In two minutes, Mrs. Sheen hurried over to the fence. Ivy, hold still. Let me seeif I can get your hair untangled said Mrs. Sheen in her oh-I-hope-her-mom-isnt-mad-voice. Ivy...I think were going to have to cut it said Mrs. Sheen after twolong minutes of trying to get Ivys hair untangled. O.K. mumbled Ivy. Mrs. Sheenwent to get a pairof scissors, then returned. O.K. Ivy, hold still said Mrs. Sheen.

Ivy bit her lip as she heard the snip.

As soon as Ivy was in the school, she ran to the restroom. Her hair was veryshort on a strand. Oh boy sighed Ivy thinking what her brother Andrew would say.He always teased her, and this was his best chance. Ivy didnt walk home with Juliethat day. She ran home all by herself.

As soon as Ivy stepped in the door, Missy asked, What happened? My hairgot stuck in the fence and Mrs. Sheen had to cut it mumbled Ivy. Then, Ivys momstepped out of the kitchen. What about the fen--oh boy said Ivys mom. Whydont you put in a movie? Ill make some popcorn!


17/23

Fiction SnippetsHigh-Average

You are the weirdest know it all in the world! said Staci the leader of thebragging girls as she flipped her long blonde hair. She turned her hips and her purple skirt twirledwhile the diamonds on her shirt sparkled. While she turned she was looking at a tag on someclothing, thinking of what to do next with the Hannahs. Also thinking of what other stores to go toin the mall. As Shianne and Rose follow beside Staci. Girls lets go said Staci giving Hannah M.the loser look. Hannah M. ignored them. The girls scampered home.

{The lead from a 7 page story}

Average

Ding dong went the doorbell of a 1980s house that smelled of shampoo andapple pie. Pitter Patter went a 3 year olds tiny feet on a hardwood floor. Maranda get the door!!said her dad. OK Daddy Maranda whispered back. Hewo said Maranda as the door creakedopen. All she could hear was the warm wind through the trees. Who is it? asked Marandaquietly. No one answered the door.

Daddy, no one is there. Nonsense! yelled Mr. Bruner and sent her to bed. Im telling thetruth! she said as she slammed the door. Marandas room was gray, theonly thing that was pink was, well, nothing. She only had one friend. Her name wasEmily, her dream sister. Maranda pictured Emily with long blond hair and fancy jewelry. Time fordinner! yelled Mrs. Bruner from downstairs. For dinner, were having pork. OK said Maranda.She was downstairs when it all began.

I know its your birthday, so I got you this said Mrs. Bruner. She pulled out abox. The box started to move and bark. Its a puppy! screamed Maranda. Sheopened the box and pulled it out. Im going to name her... Charlotte! said Maranda. Im readingthe book Charlottes Web.

Four years later, Maranda was 7 when she took Charlotte for a walk and aman tried to take Charlotte from Maranda. The man didnt get out of the hospital until school wasover and it was summer again, so the Bruners announced Charlotte as an official guard dog.

Special Ed.

Jay wuz moveing to Florda. It wuz rayning, but he wuz not going to Flordaanymor. Thay had to wate a haf an hour for the rane to slo down befor thay codget on the rode. It was so slipry that cars wer geting in reks. Thay cod kind ofsee out of the windoz, but not to much. It wuz to danjerus to drive. He wuz withhis dad. Ones the rane stoped, thay relizd thay didnt want to go to Florda aftur all.


18/23

Personal Narratives

GIFTED

Hhh! Hhh! I wished I was back in Ohio for a second. Then I wished I was in Antartica. Iwished I was in Antartica because I was in Florida at Sea World in the afternoon it was SOOOHOT! Then I saw a sighn that said PENGUINS ---> Mom? Dad? Can we go see thepenguins? I askt. Shure said my Mom. We found the place where the penguins were therewas a LONG LINE! We waited about ten minute.

Finllay we got on the convaer belt. It started moving. I feel like Im a bottle of milk at theIGA I said. Why? said my brother. Because Im on a convaer belt I said. The convaer belt

was going sort of slow. It was sort of like a tunnle we were going into. In the tunnle it was black.Probably as black as my nieghbors cat Midnight. The best thing about it was it was cold!! Ibreathed in the cold air. It smelled like a winter day. Then I saw a grayish whiteish light comingout of a rectangle hole in the wall up ahead. It looked like it has glass over it. The convaer beltcame closer and closer. I was thinking, the penguins! The penguins! You could see thepenguins through the glass rectangle. I saw a small penguin. I stared at it and it stared back. Iflapped my arms a little and it flapped back.

I saw a lady in with the penguins. She was all bundoled up, coat boots everything. She hada snow shovle. She was putting snow in the cage. Then she dumped some snow on apenguins head! Then the penguin rubbed aginest her. I love you! I love you! It seemed tobe saying. Soon we were off the convaer belt. That felt good I said, Now Im back in a

volcaneo, but I will always remember this experience forever.

Average

The Taco Tooth Terror

It all started one day when me and my mom went to taco Bell. And ordered our food andpicked out our seats: so we could eat. I took a bite of my taco and another one and anotherone. Then I noticed something funy. I felt something hard it was a tooth. I started freaking out.I finnaly spit it out. I thought it was a workers tooth. then I realized it was mine. My momrapped it up in a papper towl. And we at the rest. But I was still freaked out. We got home. AndI was still freaked out at bedtime. I said thanks to my mom. For what? she said. For takingme out to eat I replied. Then I tucked the tooth under my pillow and went to sleep.


19/23

Personal NarrativesAverage

It was a dark, rainy night, and I walked to the skating rink. Clump, Clump. I heard my feetclumping on the wet rainy road. Finally I got there, and I payed to get in. I got my skates out ofmy pink bag and put them on and swish I was on the go. I heard the Disco music playing and Isaw the disco ball changing colors. I was there, and all of the skaters did the limbo. Then Iwas out of breath and had to pay for a drink It was $1.00 a pop. I got a pepsie and took a sip. Isaid hit to my fried Sarah and skated with her. Then I went back on the skating floor. Then I flyby my friend Sarah. I was so disy. I went back out and looked at the clock. It was 7:00 and gotanother big sip and it almost went down the wrong pipe. and I went out an then I went back inand everybody was going the other way. and I stoped skating for a minute and go another bigsip and looked at the clock and it was 7:30 PM. then I fell on the soft floor. Then I got back upagain. I went back on the skating floor and danced to the music while I was skating.

Low-Average

One afternoon me and my dog where in the yard playing. It was summer and it was niceout. We where tordes the swing set. Playing tug-of-war. We where yousing a old rope wefound in the woodes. My roriller held on to one side and i held on to the uther side. He waswinning. There was slober all over the rope. My handes where sliping. He was winning. Myfeet where slipping all over the place. My dog one... ya... ya... ya... I lurned that my dog isstrong. My dog is the chimpion of tug-of-war.

Low-Average

When Christmas cam, I opened almost all of my presents. There was only one left. It was aDS and it had a lot of games with it. I tried to play it, but I didnt know how to. Then I looked at

the instructiones. They were kind of hard, so mom had to read them. I got to play it finaly. Iwanted to play Pokemon first because it was my favorite game ever. I played it a lot and Ineeded some help from Mom! Now, I always play different games and it is fun, fun, fun, fun!


20/23

Student FeedbackI wasnt a big fan of writing, but now I love writing. My

favorite thing was fiction and personal narratives. In fictionwriting, I loved that I could write about a Harry Potter fan club. Imreally enjoying memoirs. Im probably gonna take a writing notebookon vacation and write on the beach. And write memoirs or fictionor both. Its one of my favorite topics in school.

My imagination helped me in my writing this year and looking atother writing that other people did.

Reading a lot of books helped me. I enjoy writing whatever I wantto. I like using my schema. I like doing the charts with things wecan do. I like writing about my life.

Its easier to do beginnings and endings when we take our time todo strong beginnings and endings. I didnt like writing, because wealways had to do prompts, but now I like it because we dont haveto.

It helped me be a better writer by having more details, making alist of stuff, making beginnings and endings for the best one,learning onomatopoeia, showing and not telling, describingcharacters, and giving lots of dialogue. I enjoy lots of things aboutwriting like, it is fun to write fiction stories. I like usingimagination. I like writing about fairy tales and mysteries.


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23/23

When I was 5, I would dash downstairs after

school to help my grandma put the wrinkled

stained clothes in the washer. I remember

bouncing up and down watching the sideways

hurricane go round and round.Sometimes, my grandma would sit in a chair

and bounce at the exact same time as me.

I also loved heaving the damp clothes out and

loading them heavily in the dryer, when the

clothes became a tornado.When we were finished, I would love to hold

the warm clothes, because it felt like a warm

sunny day when my grandma and me washed all the

stains and wrinkles out of the clothes.

What does a memoir look and sound like?

Memoirs are entries about our own lives.Usually, we zoom in on small moments to showwhat matters most in our lives. What are yourlife topics? What do you like to write about?

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