Welcome back! Day 3 Write from the Start Dr. Eddie Frasca-Stuart Dr. Lindsey Sides Cheryl Stahle.

Welcome back!Day 3

Write from the Start

Dr. Eddie Frasca-StuartDr. Lindsey Sides

Cheryl Stahle

Today’s Agenda

• Sharing our success in writing workshop

• Use of mentor text in crafting mini-lessons

• Conferring

• Closure

Revisit Norms

• Bathroom breaks

• Move!

• Non-forced speaking

• Temperature control

• Brainstorming

• Vibrate those phones

• Conversation time

• Time to process

• Engaging

• Food

• Clear, concise, practical

• Make stuff for personal use

• Processing time

• District collaboration

Sharing our success

• Select a timekeeper

• Follow the discussion protocol

• Whole group share• 2 success stories• 2 hanging questions

5

Writer’s

Notebook

5-10 minuteMini-lesson

10-20 minuteSharing time

35-45 minutesfor writing

Management Issues•Choice•Time: 3-5x/wk•Space•Materials

Writing Time

Mini-lesson

Sharing Time

Components of Writing Workshop

Why mentor texts?

• Serves as a model of what we want our kids to do

• Supports what we are trying to accomplish in a writing workshop

• Models for the student “something special”

“Mentor texts serve as snapshots into the future. They help students envision the kind of writer they can become…” (Dorfman and Cappelli, 3)

Craft lessons…(ideas to get you started)

• Controlling time

• Focusing on a moment

• Adding details through questioning

• Show, not tell

• Beginnings

• Endings

• Voice

• Syntax

• Variation of print

• Crafting a character

• Seesaw scaffolds

• Repeated refrains

• Writing from different personas

• Figurative language

• Special vocabularies

• Stylizing writing

• Conventions

• Dawn to dusk stories

Introduction to mentor texts

Our Favorites:• Punctuation• Introductions

• ??

Break!

Previewing a mentor text

•Look at the books on your table that have been organized

•View the text through a writer’s eye and as a table group, identify the craft

Gallery walk

•Preview the texts throughout the room

•Select one that appeals to you

Why mini-lessons?

• Short, concentrated bursts of craft instruction connected to authentic student writing

• Explicit teaching of an element of craft

• Students apply knowledge on a piece of authentic writing

• Embedded in writing workshop

For clarity

• A craft mini-lesson is organized into distinct parts

• Notice and name the craft element• Explore using mentor texts• Give it a try• Celebrate student work• Adapt

Ehmann & Gayer, 2009

Mini-lesson reflection checklist

• Why is this mini-lesson important in writing?

• How does this mini-lesson support student needs?

• How are students applying the lesson?

• How is your mini-lesson designed to take kids from modeling to guided practice to independent practice?

Share out

Mini-lesson reflection checklist

• Why is this mini-lesson important in writing?

• How does this mini-lesson support student needs?

• How are students applying the lesson?

• How is your mini-lesson designed to take kids from modeling to guided practice to independent practice?

Which mentor text should I use?

Annotated bibliographies, craft lessons and more!

Lunch