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Inquiring into Story Workshop - Preparation

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Inquiring into Story Workshop - Preparation

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Procedure for Projecting a Unit of Study

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Procedure for Projecting a Unit of Study

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Story Workshop in Kindergarten- provocation video

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Story Workshop in Kindergarten- provocation video

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Provocation Possibilities

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Story Workshop Possible Parent Questions

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Story Workshop Possible Parent Questions

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EC - last year we had 2X a year set times for SW. Sometimes we would match a text to the same theme as the provocation. Author and illustrator studies. Children were so excited to go to the SW area. Incredible development in language. Booklets in writing area - many children captured writing into their booklets. Many children would share the stories they created and this encouraged other children to share their stories.

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EC - last year we had 2X a year set times for SW. Sometimes we would match a text to the same theme as the provocation. Author and illustrator studies. Children were so excited to go to the SW area. Incredible development in language. Booklets in writing area - many children captured writing into their booklets. Many children would share the stories they created and this encouraged other children to share their stories.

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Scheduling...

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Possible Fiction Writing I can Statements

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Possible Fiction Writing I can Statements

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G3 possible I can statements - Fiction writing

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G3 Fiction Writing Student Checklist Example

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G3 Fiction Writing Student Checklist Example

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Serravallo - Yes, but why? Understanding character motivations

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Serravallo - Yes, but why? Understanding character motivations

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Serravallo - Interactions can lead to inferences - (higher ability, perhaps...)

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Serravallo - Interactions can lead to inferences - (higher ability, perhaps...)

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I am wondering how we connect author studies or illustration studies etc to the story workshop.

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I am wondering if we start to show them the same writing cycle that they will see in Grade 1 or a simplified version

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I am wondering about logistics and setting up etc. How can this be made available for kids who want to work on it at other time aswell.

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Units of Study Projection Planning Template

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Units of Study Projection Planning Template

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Units of Study Projection Planning Template

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fay@erinkentconsulting.com

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Example I can Statements for KG Story Workshop (BOY)

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Example I can Statements for KG Story Workshop (BOY)

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I can tell use materials to tell a story
I can plan my story by thinking of the idea and then rehearsing it to myself (oral)

I can tell my story over and over again
I can use storytelling language when telling my story

I can share my stories with others

I can actively listen when others tell stories

I can capture my story into a booklet

I can celebrate because I’m a storyteller!

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Finding ideas/capturing ideas/ What stories can you find?

Authors /illustrators instead of writers
When you're sharing, you are a storyteller

Adding details - written/verbal/in pictures

Adding labels

When you're rehearsing you're a storyteller, and when you capture your ideas in a booklet, you're an author/illustrators

Materials - booklets, paper choices, mentor texts, student writing, teacher writing, materials for story workshop (e.g. playdough, paint, blocks, loose parts, etc.)

Toolkit - alphabet chart, booklets, colour pencils, blackline pen,

Anchor charts -

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Units of Study Projection Planning Template

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Writing Continuum - Master Document (Final)

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IST Student-Friendly Writing Checklist Example

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Working Well: Aligning our unit with Nanawrimo. Our previous unit was a process unit and now we are doing a fiction novel study so they worked well together.
Wonder: What are the key learnings from different plot types to focus in on (e.g. The quest, overcoming the monster, tragedy)?
How to set individual goals?
How to design modified checklists?
What are the key prompt questions during conference?

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Working: Collaborative planning and open sharing (we often conference at the end of lessons and share what worked and tips with each other). Workshop model is "working" and using our slide deck due to distance restrictions/anchor charts for student reference
Wondering: How to follow the pacing for LS kids who are receiving intense modifications- Challenging as LS is not able to support all writing lesson.

Finding balance with conferencing. Every kid should conference, right? Is conferencing meant to be equitable?

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Writing Stamina
They call themselves writers now and were hesitant before
Wonderings
What are the right kind of
genres for Grade 1
How do you do partnerships in COVID conditions?

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-motivated writers
-How we encourage reluctant writers or students that are new to english?

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What strategies/tools can we use to support students who are verbally strong but struggle to translate their thoughts onto paper.

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IST Articulation of Writing Units of Study 2020-21

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Jamboard Reflection - Noticings & Wonderings

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Jamboard Reflection - Noticings & Wonderings

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IST Reflecting on Writing Units of Study - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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What are you hoping for when we dig into Reader's Workshop next year?

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What are you hoping for when we dig into Reader's Workshop next year?

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Please add your name.

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Click HERE

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Click HERE

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@literacylala

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Craft Unit (Grade 3): writers can identify in others writing and in spoken language. Eg.: rhetorical questions - hearing it when it's been spoken; all of the Team agrees that this has been successful across all units of study. Name and notice explicitly, craft techniques has been amazing.
Multiple Grade Levels: sentence construction both in oral and written language.
EC: students see themselves as writers.

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clear expectations
Excitement to try something new

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Narrative Writing: Nanowrimo
Able to provide choice, high expectations, support, accessibility to all writers.

Writers Workshop: Every child felt they were successful because we wrote down the process right from the start and they were able to see the anchor chart and feel/apply each step of the process.  It was great to see that writers understood that editing was different than revising.  I could see as a teacher that this student knows the process. (We used color coding to differentiate.)

Using bubble catchers and understanding what writers do and the common understanding that writing is never "finished".

Students seeing themselves as writers and understand that generating ideas is also a part of the process.

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-(G1) When students are excited to create books. They are working collaboratively, to add to drawings and words to their stories now.
Students were willing to share their writing and giving feedback to each other.
-Informational text (G2)- They were thoughtful about choosing topics and engaged. Even the reluctant writers were engaged and needed little teacher direction.
-Story workshop- Students telling stories. Students had choice to create stories through play. They were excited to find a space and all engaged. Sometimes they started to collaborate and come up with joint stories. Teachers just went around to see the involvement.

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not understanding text type
reluctant
prior experience - fear of writing to be perfect

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During remote learning...
writing steps were broken down into smaller pieces
structured
knowledge base strong (pre-loaded/experience with text)

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Process of revision: writers are never "done," but this is a struggle for writers. "Owning" their writing and always striving to improve. Following checklist - they've completed everything, but they aren't at the process of continually wanting to improve
Time: rehearsal before writing - this always falls by the wayside.

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G1- Reluctant writers that are challenging to reach, generating ideas even after scaffolding the planning process.
G3- Even after instruction, modeling, some writers are still reluctant to write persuasively.
G2-Poetry unit. Tried to explain through a musical point of view.
-When you push students too far.

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students seemed to get bored with a certain writing genre (e.g. narrative)
keeping the momentum going was difficult
disjointed (not cohesive)
lack of opportunity for authentic integration

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Craft unit felt disjointed and did not always provide opportunity for authentic integration

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Craft unit felt disjointed and did not always provide opportunity for authentic integration

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Science writing and the final assessment was difficult. It was also during remote learning.

Difficulty conferencing and getting around to all students is challenging and coming up with constructive goals.

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Have a copy of Reading Strategies book _Servallo

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Have a copy of Reading Strategies book _Servallo

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Use writers workshop in harmony with readers workshop.

Have face to face Fay time

Rehana

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I hope to create passionate readers who value a good book.

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I hope to create passionate readers who value a good book.

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to inspire risk taking in our students, especially those who are reluctant to read.

-KM

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To get more inspirations from you Fay, you are a great expert at what you do. Looking forward to hearing how Jennifer Servallo's book on Reading Strategies ties in.

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To get more inspirations from you Fay, you are a great expert at what you do. Looking forward to hearing how Jennifer Servallo's book on Reading Strategies ties in.

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I hope every reader can view themselves as a reader and find a book to fall in love with. - Kirk

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I hope every reader can view themselves as a reader and find a book to fall in love with. - Kirk

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I hope to master conferencing timings/effectiveness

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I hope to master conferencing timings/effectiveness

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I hope for

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I hope to have a more "stable" schedule next year in order to develop a writing and reading routine. 

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I hope to have a more "stable" schedule next year in order to develop a writing and reading routine. 

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more balance exposure of fiction and nonfiction reading

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more balance exposure of fiction and nonfiction reading

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I hope to see a reader's workshop in action,  just like we got to see Fay do a writer's workshop with our students last year. Alisha

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I would like all of my students to see themselves as readers and to LOVE reading, whatever form it may take.

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Find creative ways to encourage and promote all families to read with their children daily.

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Find creative ways to encourage and promote all families to read with their children daily.

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To inspire reluctant readers and help them find an entry point. 

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To inspire reluctant readers and help them find an entry point. 

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I hope to give my kids even more time to write and read.

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Hope to inculcate love for reading across the school.

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Hope to inculcate love for reading across the school.

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Readers workshop in the upper years. Connect UOI / reading and writing

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Data Handling - ProbabilityUses words or phrases such as; impossible, less likely, maybe, most likely, certain, etc to describe the likelihood of an event happening. (continuum ages 6-8)Length of unit: 2 weeks?Other math strands of focus during this time: double digit +/-?, number bonds to 20?, collecting data and creating graphs?G2.Math.DH Planner (Appendix, last box)G2.Data Handling slideshow (beginning at slide 9) - used during Distance Learning Apr/May last yearGames to play as stations, small group or whole group: Probability Inquiry Rotations - These are various fun activities for students to develop their concept of probability - e.g.  toss a coin (heads/tails), roll a die, sort statements on the probability lineSeesaw Activities:Possible Pre-assessment - Scenario sort Probability SortPossible Formative assessments - vocabulary and sorting Probability SortsProbability Dice Game (Rehana’s activity)

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Data Handling - ProbabilityUses words or phrases such as; impossible, less likely, maybe, most likely, certain, etc to describe the likelihood of an event happening. (continuum ages 6-8)Length of unit: 2 weeks?Other math strands of focus during this time: double digit +/-?, number bonds to 20?, collecting data and creating graphs?G2.Math.DH Planner (Appendix, last box)G2.Data Handling slideshow (beginning at slide 9) - used during Distance Learning Apr/May last yearGames to play as stations, small group or whole group: Probability Inquiry Rotations - These are various fun activities for students to develop their concept of probability - e.g.  toss a coin (heads/tails), roll a die, sort statements on the probability lineSeesaw Activities:Possible Pre-assessment - Scenario sort Probability SortPossible Formative assessments - vocabulary and sorting Probability SortsProbability Dice Game (Rehana’s activity)

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I hope that I can find a way to balance reader's workshop with writer's workshop in a meaningful with for my students.
Jennie