Module 5: Having the "Write" Stuff

Focus Areas:	· Writing workshop · Using literature to improve writing · Mini-lessons · Revising · Responding to writing · Teacher as writer
Materials needed:	Materials provided by training site: · Overhead · Sign in sheets, name tags, and evaluations · Handouts developed at MISD · Blank overheads and overhead pens · Post-its · Post-it Charts · Thick Markers · Easels	Materials to be brought by presenter: · Two paired texts (different genre) on overheads · Samples of Writer’s Notebooks; Learning Logs; Journals · 3 charts: time, choice, response
Review of Module 4: 10 minutes	· Review home work from Module 4: ü Have the case study student write to "Understanding Differences." ü Score holistically and analytically. ü List strengths and teaching points for the child. · Discuss what you learned from this activity. · Discuss how you will use this to inform your instruction.
Setting the Stage By Connecting to Prior Knowledge 20 minutes	· Ask participants to read the Calkins handout, Conditions of a Writers Workshop taking note of their own strengths and areas of concern. · Pair share · Have groups of 4 list all the different types of writing their students do in a year. Look at list of types of writing. · Report out group results and chart on overhead or on chart paper. · Read Mrs. Spitzer’s Garden. · Metaphor: “Today we’ll help you grow your garden. You may gather and plant some seeds. You may gather and store some seeds. You may gather and then discard some seeds on your journey to help your students grow in writing.”
Creating Classrooms Where Writers Will Bloom 5 minutes	· Read handout How can teachers set up their classroom for writing? · After reading say, “As you learn today think about how you will set up your classroom for writing."
Tilling The Soil: The Writing Workshop Structure 15 minutes	· Have everyone read the Harvey Daniels handout, “Classroom Workshop” · Point out that the key to the workshop approach is time, choice and response.
Using Literature To Improve Writing 20 minutes	· Paired text read aloud · Choose two text selections that had a powerful effect on you and that are based on the same topic but are from different genres. · Suggested texts: ü Biography – Patricia and Fredrick McKissack. 2002. George Washington Carver: The Peanut Scientist. Berkeley Heights, N.J.: Enslow. Pp… 5, 7. ü Poetry – Marilyn Nelson. 2001. “Out of Slaves Ransom.” Pp 9-10. Carver: A Life In Poems. Asheville: front street. · Read each text aloud from a transparency. · Conduct small group discussions using these questions: ü What are you thinking? ü What did you already know about this? ü How did reading two texts on the same topic build your understanding? ü What text to text, text to self, and text to world connection did you make?
Making The Reading and Writing Connection 20 minutes	· Have participants free write for 10 minutes ü Respond to the two texts in any way that is meaningful to them. · Facilitator models on overhead as participants write.
Responding to Writing 20 minutes	· Pair share your free write using a T-Chart. Emphasize the use of non judgmental language. · As you listen make note of the “nuggets” of rich use of language or originality of ideas. The lines that make you say “Aha!” · Share some “nuggets” – Aha ideas – in a group of four. · Next we will learn how to develop “nugget” ideas and how we can grow these ideas into an extended piece of writing.
Break 10 minutes
Ways To Grow What We Know 15 minutes	· Let's brainstorm other ways to get “nugget” ideas. Some suggestions: ü interviewing people ü reading more ü Writer's Notebook · If available show models of Writer's Notebooks, journals and learning logs. · Talk about the purpose of a Writer’s Notebook · Use the handouts, Writer’s Notebook: Gathering Ideas, by Katie Wood Ray and Twenty Three Ways To Use a Notebook, by Harvey Daniels, to help show the purpose of the Writer's Notebook.
Growing Ideas Into Extended Writing 10 minutes	· Go back to your T-Chart. Choose a nugget idea that you would like to expand into a writing piece. · Write for 5 minutes expanding on your idea. · Facilitator writes on overhead, as participants write.

Using Writer's Craft To Grow Writing 20 minutes	· Locate a book or set of books (refer to module 4 for ideas) that contain the following examples of Writer’s Craft: ü snapshots ü thoughtshots ü dialogue ü strong leads ü concrete details ü pared down language ü strong verbs · Read the book (s) aloud pointing out the author’s use of the strategy. · Have participants return to their own writing and try out a strategy to see if they can improve their own writing. · Facilitator models with own writing on overhead. · Share results.
Teacher As Writer 5 minutes	· Emphasize that throughout this module the facilitator (you) have been using the apprenticeship model. You have demonstrated the idea of teacher as writer. You have allowed everyone to see you as a writer.
Homework 5 minutes	· Find a book, from your classroom, that you can use to show students an author's effective use of craft. · Present it to your class and allow them time to try using the craft to improve their own writing. · Be prepared to share your book and teaching point at the next module.
Closure 5 minutes	· Exit Slip – Write down something you will try, something you will store, and something you will discard as you continue your journey to help your students grow in writing.