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Analyzing Data for Instruction Slides.pdf

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Warm-up/Connection: 0:00-2:40
Quick Teach: 2:40-8:25
Coach: 8:25-11:59
Link: 11:59-13:29

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amberbirchtrujillo@gmail.com

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Reading and Writing Workshop in International Schools

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Reading and Writing Workshop in International Schools

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Great group focused on literacy in International Schools!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Ideas for questions that could easily be turned into google survey or Seesaw activity.

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Using a Writing Survey

How do you get to know the writers in your classroom at the beginning of the school year? When I still had my own classroom, I took a writing sample on the first day of school and then scored the sample using our district's rubric. This first-day assessment gave me a good idea of which students used paragraphs or had good control of mechanics or wrote with detail. As I look back, though, I wonder if this was a sufficient way to really know my students as writers.

For example, if you were to really know me as a writer you might know:

I write a lot of stories about my daughters

I need a deadline to actually get words on paper

I want to write a professional book for teachers

I tend to write in loud-ish places like my kitchen table or my backyard

I haven't used my writer's notebook in over a year

I love to write and I hate to write and I love the way this dichotomy makes me feel

I struggle to find my voice in nonfiction

I have writing mentors such as Kate DiCamillo, Katie Wood Ray, and my colleagues here at Two Writing Teachers

I've encouraged many of my colleagues to become writers

You would not know any of those things about me as a writer if I simply gave you a writing sample. You would have to talk to me (preferably over coffee) to know me as a writer. I regret not taking the time to understand my students better as writers.

I think it takes many weeks of writing and conversation and sharing to begin to uncover the writing identities of students. There is no quick and easy method. However, a writing survey at the beginning of the school year is a step in the right direction and can serve as a springboard for conversations to come. Some questions you might ask:
If you had to choose a room to write in, what would it sound like? Would it be silent? Would there be a TV or radio playing in the background? If you could only write about one thing all year long, what would that be? Imagine yourself fifteen years from now, a famous published author. What did you write? Is there anyone whose writing you really admire? Do you prefer to write with pencil/pen or on a computer? Have you ever had a bad writing experience? Do you know any writers? Where do you think writers get story ideas from? What does "living like a writer" mean to you?
As I think about using a writing survey in classrooms this year, there are three caveats I will keep in mind:

1. There is no substitute for good conversation. This survey will serve as a conversation starter, not as an assessment.

2. There will be many students who have no identity as a writer. Many students will be unable to answer some of these questions. That is okay, too - the lack of an answer is all the answer I need.

3. The survey could be completed using pen and paper. It could also be completed digitally on a Google Doc or Google Form. A third option would be to use the questions as 'interview questions' and complete the survey with each student one-on-one over the first few weeks of school.

Taking the time at the beginning of the school year to learn about students in this way will help me be a more responsive and empathetic writing teacher all year long.

(For more on getting to know your student writers, don't miss Beth's thoughtful post from earlier this week.)

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How do you get to know the writers in your classroom at the beginning of the school year? When I still had my own classroom, I took a writing sample on the first day of school and then scored the sample using our district's rubric.

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Imagine what this might look like for writing.

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Where do you love to read? 1. :photo: Take a photo of yourself in your favorite place to read. 2. :mic: Use the microphone to tell us what makes this place a good place for reading. 3. :check: Tap the checkmark when you are done.

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Got- Ideas for zoom meeting and how to do the writing prompt.

Want- to have a Q&A time with you to express / solve/ brainstorm ideas of how we are doing the workshop.

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Want--do you have any ideas or tips about how to more easily set up conferencing for small groups or one on one? Writing emails to individuals every week seems time consuming

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Got: How can we

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Got: Ideas for feedback
Want: Keep talking with my teaching group about strategies on how to create a smooth writing process for our students.

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I could adapt some for PK ideas based on your orientation.
I would like to have more orientation, tips or ways of teaching this for the little ones.

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Got: Beginning ideas on how to use Writer's Workshop online.

Want: Nothing specific yet, just more information as I'm new to the program.

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Got - Ideas on how to adapt Writer's Workshop for online sessions.

Want - to dive more unto the substantial feedbacks on Seesaw.

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Got - starting to think how to reach the kids in the virtual setting.
Want - to reach them and keep them motivated.

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Got - ideas on how to do the "structure" of the WW. ➡🧡⬅
Want - WW for not yet bilingual learners but that should be by the end of the year. How to support these learners? 🌎

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If we schedule a group strategy conference over a specific skill, how would that look on Zoom?  In person, there is a short teaching time and then individual meetings with kids.  How does it look on Zoom?

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Gots: Ideas for sharing work asynchrounous and synchronous, ideas for how to give valuable feedback
Wants: An effective way writers share their work with their teachers when they do hand written work?
- How to manage regular conference time with the students in English and Portuguese?

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Got: Great idea for Writing Survey
Want: Learn more about Writers Workshop.. haven't used this before

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Got: student writing survey
Wants: Find out more about conferring online with students.

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Got:
I got a clear picture as to how to structure an asynchronous and a synchronous lesson to fit the writers workshop model.
Want: How best to utilize breakout rooms in zoom during a writers workshop synchronous lesson.

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Got: student writing survey.
Want: How to conference with students online (individually)

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Got: Online writing (GREAT IDEA)
Want: Working the same genre in both languages (port./english) without being overwhelming or dismotivational.

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Got: Some new ideas on how to implement writing in class.
Want: Learn more about the writers and its needs.

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Want: to learn how to "split" content and use it for Portuguese classes.
Lígia

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Got:
- The opportunity to have conversations about experiences that I and other have been having with writing this year, great chance to reflect
Want:
- Some ideas about models/systems that have been successful for conferencing with students online
- Some discussion around or guidance for providing feedback on hand written work online.

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GOT
-It was great to hear what other teachers are trying out and how they are approaching writing.
-The idea of using an on-demand while online certainly challenged my perspective on how to gather student samples
- I will also be taking away the idea of the writing survey.
WANT
-More insight on how to focus on feedback that will be "sticky"
-Examples of workshops that have been split between synchronous and asynchronous lessons.

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Gots- some ideas about how to get the PK students involved on the process of expressing themselves through writing/ drawing/ speaking
Wants- How can we keep PK students involved with the whole process of writing (adapted for their age) during remote learning time?

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Gots - ideas to have more engagement and to make it work during online learning and having deeper conversations about it
Wants - having the kids listen to our feedbacks

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Gots: Ideas during our synchronous lessons.
Wants - Conferences individual/groups - How to manage them.

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Ideal for Pre-K and early kinder, storymaker workshop...

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Michelle Kay Compton (Author), Robin Chappele Thompson (Author)

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StoryMaking: The Maker Movement Approach to Literacy for Early Learners

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Amazon.com: StoryMaking: The Maker Movement Approach to Literacy for Early Learners: 9781605546032: Compton, Michelle Kay, Thompson, Robin Chappele: Books

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S2 Gaining clarity on learning slides.pdf

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Explore resources for your grade level in each folder. You will find rubrics, checklists, anchor charts and student writing samples.

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Wants: Talk a little bit more about Translanguaging.
Gots: Each student have their own time to process different information (specially when it has lots of steps, we need to support and give them time)

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Gots: The key skill for starting Writer's Workshop with KG.
Wants: Understand a bit more about the translanguanging role in Writer's Workshop.

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Gots: I really enjoyed the idea of a "menu" for writing mini-lessons. We have been looking for ways to make it more like a workshop with choices and less like an assignment on a checklist to turn in.
Wants: I would like to work on incorporating translanguaging.

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Gots: It was really nice to have time to discuss the first unit and what are our goals in it.
Wants: How to better integrate the Workshop model into Portuguese lessons.

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Click into your group. Each teacher reads one or two pieces, together sort according to structure.

Group 1

Group 2

Group 3

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Gots: Organizing student work in order to pin-point needs and how to organize small group conferring or whole group instruction
Wants:
-Getting students to process the feedback and following up
-When meeting with students for conferences, what can the other students be doing without extra planning for the teachers?

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- Got: a clear understanding between writing for structure and writing for elaboration
- Want: The different strategies used by Writer's Workshop for brainstorming ideas when forming opinions

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- Got: There are different ways we can work writing colaboratively: same text type but different genres, for example.

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- Got: There are different ways we can work writing colaboratively: same text type but different genres, for example.

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- Want: What are the best strategies to work on a duo lingual mode?

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Gots: I got a good understanding of the organization of student writing samples in order to sort the students writing by  not yet, getting there, and got it.
Wants: I want to know how I can make sure that the students follow through on the feedback that I provide for them.

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Gots:
* System for sorting student writing into levels according to chosen skill
* Conversations about the importance of choosing a lens:
- for teachers to focus on when reading student writing
- for students to develop their writing without too many skills to think about
Wants:
* Continue to have conversations about how to manage a writer's workshop unit online. Details about length of units, numbers of conferencing periods in a unit, etc.

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Gots:
- A better perspective on how feedback/conferring works.
- Great idea on how to divide my students' progress regarding their writing (labels: not yet, getting there, and got it).

Wants:
- To see how conferring online actually happens.
- To see the topic of this workshop coming to life in my students' writing.

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While focused on the context of the US, this website gives practical examples of translanguaging in the classroom.

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Since 2011, CUNY-NYSIEB has developed a wealth of resources which school leaders, teachers, and communities can use to support emergent bilingual learners. The concrete tools and strategies we present here unite theory with practice, and respond to needs identified by our partner schools across New York State.

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Got - the importance of telling the story for the planning session. Maybe our Tuesdays’ Seesaw activity can be about telling the story you want to write.

Want - Investigate more tools we can use for sharing students' work, like Seesaw blog or Flipgrid.

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Got - we can "loosen up" on how we introduce and work through the different bends
Got - it is possible to differentiate within our classes and still provide the same Seesaw lessons across the grade level (perhaps as the mini lesson).
Want - more time to learn about WW as I'm brand new to it so still sometimes lost during discussions.

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It's more important than I realized to teach the publishing process to give that sense of purpose to the first graders

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Got: ideas about how to explore the "verbal story telling" before students begin the "paper book writing".
Want: more reflections about differentiation so we can have students participate in the process taking into consideration their cognitive level.

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Got - Understand translanguaging as a process -  we want to develop writers.  Want - How should we structure our synchronous lesson - divide one lesson
in two/three?

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Got: How important it is to have in mind not just what kids need to work on but also how they will do that.

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Got: How important it is to have in mind not just what kids need to work on but also how they will do that.

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Want: to try the video feedback for small groups.

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Got: a nice idea about how to integrate the two languages without overdoing a genre

Want: Still need to get my hands on a copy of the unit (boxes).

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Got: Translanguaging is a way to enrich children´s writing.

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Got: Translanguaging is a way to enrich children´s writing.

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Want: learn more about efficient feedbacks.

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Got: The idea of One Writer.

Want: To learn to be even more specific with feedback.

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Warm-up/Purpose: 0:00 - 4:17
Quick Teach: 4:17 - 6:41
Coach: 6:41 - 13:52
Link: 13:52 - 15:53

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Working with your team, plan a strategy group.

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K-2 EABH Strategy Lesson Planning Guide - Team Planning

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Template for Small Groups

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Matt Glover Parent to Parent: Word Making for Young Writers

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Matt Glover Parent to Parent: Word Making for Young Writers

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Great Guide from Carl Anderson

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It's a good idea to have everyone tell their story in the small group at the same time. Everyone talks at the same time

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watching you do a strategy group allowed me to see how quick they can be, how they are authentic, and how we can honor students where they are/ what they want

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Got: Teaching students basing on their needs.Arrows might help them about spacial awareness.
Want: How often should we meet with students? How many kids?

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Got-
Touch and tell: I think this a great strategy to help students on organizing their thoughts.
Using an arrow to help them on understanding about directionality.

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3-5 EABH Strategy Lesson Planning Guide - Team Planning

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Surf Story

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G5 Strategy Group - Feeling and Thinking

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Great Resource for supporting small groups.

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Introduction
A Very Brief Introduction to Principles, Research, and Theory, and How to Use This Book
The idea for a book of writing strategies exists many times over. This one is possible only because of the great books that have come before it. There are books suggesting writing strategies meant for professional writers and college students, such as those by Noah Lukeman, Roy Peter Clark, and Janet Burroway, among others. There are countless examples of excellent compilations of writing strategies in books written for teachers of writing, such as Fletcher and Portalupi's Craft Lessons Series, Barry Lane's After "The End" (1993), Carl Anderson's Strategic Writing Conferences series (2008-2009), Donald Graves' many books, Katie Wood Ray's Wondrous Words (1999) and other titles, Katherine Bomer's books, Georgia Heard's books, Nancie Atwell's In the Middle (2014) and other resources, Lucy Calkins' Units of Study series, and many more. My aim in this book is to offer my favorite, most useful collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. I want to offer you a little bit of everything. I streamlined the language and examples, and I present the strategies in a format that is organized so that the busy teacher can find just the right strategy at just the right moment. Of course, you'll elaborate on the streamlined language and make it your own.

But wait-before you dive in, I'm so glad you're taking the time to spend a few moments with this "Getting Started" introduction. In this introduction, you'll gain a helpful overview of the thinking that undergirds this book's ideas as well as an overview of its organization. You'll learn about strategies and all the aspects that I chose to include to elaborate on them-mentor texts, prompts, lesson language, teaching tips, and more. You'll learn how to navigate the pages of the book so you can find what you're looking for quickly and easily, for this is not a read-every-single-page kind of book (unless you want it to be). You'll get a quick crash course on some important terminology and concepts that will help you use this book to its fullest- thoughts about writing as a process, and modes and genres of writing, for example. And finally, you'll learn how to adapt what's in the book to fit your students' writing time in the classroom, no matter what form that time takes.
Click here to download more of the introduction of this book.
Goal 1: Composing with Pictures

Strategy Go back to your picture(s). Point to the part or picture that teaches something important about your topic. Touch or turn to the next part. Tell what new fact about your topic this part of the picture or this page teaches.

Lesson Language If I wrote or drew to teach, then when I read my writing back I'm going to make it sound like a teaching book. I'm going to tell my reader the facts I wrote about. Let me show you. I drew a picture of a big T. rex. I know a lot about them so I added a lot of details in my picture. I'm going to touch one part and teach what that part says. "The T. rex had very large jaws with big sharp teeth." Now I'm going to touch a new part and teach what that part says. "The T. rex had very short arms. It would only run using its hind legs."

Goal 2: Engagement - Independence, Increasing Volume, and Developing a Writing Identity

Strategy First, identify the problem you're having. Then, check the spot in the room, a resource, or a friend that might help you solve the problem. Try a solution. If it doesn't work, try something else.

Teaching Tip This strategy, like "Use the Room" that appears earlier in this chapter, assumes that there are things in the room that can be helpful, and that you've taught children how to use them. For example, in a primary classroom a word wall may help a writer to spell high-frequency words. If you've introduced and used mentor texts, then having these available for children to reference on their own could help them. Sometimes the problem might be that they need to work in a new spot in the room because of the amount of distractions at their current spot. Brainstorm possible problems with your students, and come up with a list of resources and solutions. Or, this strategy can be like a culmination of past teaching from this and other chapters.

Goal 3: Generating and Collecting Ideas

Strategy Decide on a new place to visit. Go there with no more than a notebook and a set of listening ears and observing eyes. Let yourself pick up on conversation and details of the person. Jot down what you observe, and also what you imagine, about the people you see.

Teaching Tip This strategy will take you outside of the classroom, so it would work well as a whole-class lesson followed by a field trip, or as a suggestion to a student, group, or class for independent writing outside of the school day.

Goal 4: Focus/Meaning

Strategy Think about a memory and all the events that are part of that memory. Think about what's important about that memory, or the big idea the memory leaves you with. Identify the one part of the memory that feels the most important. Write some ideas about what's important about it, and why it's important. Try to write just that one smaller part of the larger moment. Tell it bit by bit.

Teaching Tip The amount a writer will be able to reflect on the overall significance of a small moment will depend on her maturity level and experience with writing. For younger children, you may want to suggest choosing a small moment that will make a good story, rather than one imbued with a deep or heavy significance, or simply encourage them to narrow down the window of time

Goal 5: Organization and Structure

Strategy Before beginning to draft, visualize the shape of what you're going to make. Create some sort of quick visual, in pictures or in words, to represent the overarching structure. As you write, check back to see where you are in your plan.

Teaching Tip This is going to be most helpful after students have learned a variety of ways to structure their pieces and have been introduced to a variety of graphic organizers that would help them to organize, or shape, the information into a structure.

Goal 6: Elaboration

Strategy Think about the subtopics for which you'll want to collect information. Write each of your subtopics as a heading on a notebook or booklet page. As you find new information for your topic, think, "What page in my notebook should this go on? Which subtopic does it provide details for?"

Lesson Language I just found this interesting fact: Ballerinas really wear out their shoes. Many go through as many as 2-3 pairs per week! I'm going to look across the pages of my booklet to see where this would best fit. Would it belong in the section called "Types of Ballet Positions?" No, that's not about the positions. Would it go in the section called "Famous Ballets?" No. "What Ballerinas Wear?" Well, I do talk about pointe shoes in this section, so it might be cool to add this fact about how many pairs of pointe shoes the average ballerina needs. I'll keep the fact here.

Goal 7: Word Choice

Strategy Find all the action verbs in your piece. Focus on any that you think aren't as clear, precise, or exact as they could be. List several options for what might replace that word (use a thesaurus if you need it!). Choose the word that best matches your meaning.

Teaching Tip For this strategy to work, children will need to understand what an action verb is, so identification of verbs is a first step in this strategy. Many teachers weave in some instruction during other balanced literacy components such as word study, read-aloud, and/or shared reading. You could also plan to teach direct minilessons to the class or small groups for those who do not understand parts of speech.

Goal 8: Conventions - Spelling and Letter Formation

Strategy When trying to spell a word, try to visualize where you've seen it written and how you've seen it written before. It may help to close your eyes. Then, in a margin or on a piece of scrap paper, write how you think it's spelled. Try it a second or maybe even third way. Look back at what you've written and ask yourself, "Which of these tries looks right to me?"

Prompts

Check off the parts that look right to you.

Write the word as you think you've seen it before.

Which parts look right? Which part looks off?

Do you think there are some letters missing?

What part of that word is tricky for you?

The part you're trying to spell is also in the word _______. Does that help?

Goal 9: Conventions - Grammar and Punctuation

Strategy Find two sentences that talk about the same topic. Think about the relationship between those sentences. Choose a connector word and try combining the sentences into one. Reread and decide if you like the combined way or original way better.

Lesson Language Here's one spot in my draft where I have two sentences that I
think go well together. I wrote: "A dog is something that can keep you company. A dog
can cheer you up." What's the relationship between those two sentences? They both have
to do with something that is positive about owning a dog, so I think they are related. I'm
adding more information on. I'll try using and to combine those sentences: "A dog can
keep you company and cheer you up." Here's another spot: "I would love to have a dog.
My mom won't let me have a dog." What's the relationship between those two sentences?
The second sentence gives more information that feels in contrast to the first. I'll combine
them with however: "I would like to have a dog, however my mom won't let me." The
new sentence I made seems clearer and more to the point.

Goal 10: Collaborating with Writing Partners and Clubs

Strategy Talk with your partner about your goals (for the writing period, for the week, and/or for writing work to take place at home, and so on). Discuss together how you might get that work done. Write the goal, and make the promise...then check in with your partner soon.

Teaching Tip Reflect on your own life and goals you've set out to accomplish. Now think about how successful you've been and whether or not you made your goals public ahead of time. I know that when I share my goals with my partner, my friends, my colleagues, my editor, I am more likely to get things done. The built-in accountability, the opportunity to celebrate together, the lifeline of support in case something does not go according to plan-these are invaluable.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.

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Got - The process for setting up small groups in the writer's workshop AND the idea of selecting a skill to focus on, paired with a strategy to address this skill

Want - More time to teach writing, and to connect it with our UOI

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The structure of setting up  small group conferences with students based on their needs.

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Want: do we need to align the UOI with the writers worshop? If it´s not necessary, can we? What is more efficient?

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Want: do we need to align the UOI with the writers worshop? If it´s not necessary, can we? What is more efficient?

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Got: we can use different strategies when meeting with small groups.

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GOT: a clear idea of what conferring with students looks like - establishing connection with them, adding clarity, visual and purpose to my instructions/mini lesson.

WANT: To see more use of translanguaging in order to develop a ONE WRITER profile/idea.

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EABH Key Learning and Reflections - Feedback, Sept 2020

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Warm-up/Connection:
1:20-2:40
Teach:
2:40-6:01, 10:48-12:00, 15:35-17:30
Coaching:
8:20-19:33
Link:
19:33-22:10

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Warm-up/Connection: 0:00-3:00
Teach: 3:00-8:46
Coach: 8:46-14:30
Link: 14:30-16:08