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How might learning spaces and routines contribute to an agentic workshop environment?

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AMADEUS G4-G5 Session 1 WW Minilessons (Feb 2022)

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Structure, Development, Conventions

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Using Predictable Needs to Identify Small Groups

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Using Predictable Needs to Identify Small Groups

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Amadeus G4-5 Session #4 Responsive, Small Groups (March 2022) (1)

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Amadeus G4-5 Session #4 Responsive, Small Groups (March 2022)

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Our promises to the writers in our care...
Connect-Extend-Challenge Visual Thinking Routine

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Amadeus IS Launch Reflections - Google Jamboard

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Mini Lesson Teaching with Brevity & Clarity

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Mini Lesson Teaching with Brevity & Clarity

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@justine_otte
#EKC

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Efficient and Effective Minilesson Planning

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Ch. 5 from A Guide to Writing Workshop Provisioning a Writing Workshop

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Consider this list of materials to plan for setting writers up for success.

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Relevant Workshop Conversations, Interviews and Content...

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Heinemann. A division of Houghton Mifflin Harcourt.

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Heinemann Professional Books Published in 2023

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Connect with educators around the world!

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

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In Grade Level Teams - Collaboratively plan a minilesson using this template.

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Inquiry-based Lesson Planning Sheet G4-5

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Ch. 7 from A Guide to Writing Workshop Inside the Minilesson (Grades 3-5)

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Videos, assessment and curricular resources

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Resources | Teachers College Reading and Writing Project

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Ch. 8 from A Guide to the Writing Workshop "Differentiated Feedback"

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Structure and outcomes of mini-lessons (a struggle to keep in time!)

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EKC

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EKC

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Conferring to Amplify Inquiry & Honor Agency

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Conferring to Amplify Inquiry & Honor Agency

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EKC

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Multiple conferring videos (various ages) are embedded in this blog post from Heinemann...

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From A Teacher's Guide to Writing Conferences of The Classroom Essentials Series
Invite students to have a real give-and-take with you.

Even though in conferences you're a teacher talking to students, you're also a (more experienced) writer talking to (less experienced) fellow writers about what writers do-come up with topics, make a plan for a piece of writing, write a lead, develop a section
with detail, use commas in a series, and so on. In this give and take, you learn about what students are trying to do as writers and how well they're doing it, and the students learn how they can do their work better.

Speak in a conversational tone.

Tone is the foundation of the good relationships you want to develop with students over the course of the school year. Speaking in a warm, friendly manner puts students at ease and makes it more likely they will talk with you about what they're trying to do as writers. What you learn from this talk helps you assess students and decide what you should teach to help them grow.

Sit alongside students, at their eye level.

How you sit with students helps you establish a positive tone in conferences. You might grab a nearby empty seat or sit on one that you carry with you around the classroom. As you sit, it's important to make frequent eye contact with students and make sure that your
facial expressions show an interest in what students are telling you.

Use "active listening" strategies.

For example, give some wait time after asking a question so that students have the time and space they need to come up with a response. Ask students to "say more" about what they tell you. And repeat what children say to check that you're hearing them correctly.
Using these strategies shows that you have a real interest in what students are saying and that you're really trying to understand them. Students will usually respond by talking to you more.

The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

Learn more at Heinemann.com

Carl Anderson is one of the nation's leading experts on teaching writing to students in grades K-12. He dedicates his energies exclusively as an education consultant and writer.

Carl recently worked for Teachers College Reading and Writing Project at Columbia University as a Lead Staff Developer, providing staff development in the teaching of writing grades K-8. He spent school days in New York City elementary and middle schools demonstrating effective teaching in the writing workshop and coaching teachers. He gave day-long workshops for teachers at Teachers College on launching the writing workshop, conferring with student writers, mini-lessons, and developing curriculum for the writing workshop.

Carl is the author of numerous books including the bestselling How's It Going? A Practical Guide to Conferring with Student Writers, as well as Assessing Writers and the series Strategic Writing Conferences: Smart Conversations that Move Young Writers Forward Grades 3-6.

His latest book, A Teacher's Guide to Writing Conferences, is part of the Classroom Essentials series. Full of classroom video, the book helps teachers understand the underlying principles and reasons for conferring with students, and how to make writing conferences a part of teachers' daily routines.

Follow Carl on Twitter @ConferringCarl

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The goal of a writing conference is to teach students something about writing that they can use in the future. If you add to students' writing repertoires in every conference, they become better writers over time.

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Writing Research Decide Compliment Teach Conference

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TC Pre-K-G6 Narrative Writing Progression

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TC Pre-K-G6 Narrative Writing Progression

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TC Pre-K-G6 Informational Writing Progression

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TC Pre-K-G6 Informational Writing Progression

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Mentor texts are powerful allies in the teaching of writing to high school students. In fact, Allison Marchetti and Rebekah O'Dell wrote the book on it. In Writing with Mentors they not only tell you why mentor texts work and how to teach them, but they also share five big questions to ask when you're choosing a mentor. Here, in an excerpt from Writing with Mentors, they share those questions:

When we select mentor texts, we mean business. In a world full of mentor texts, we have to choose those that will best engage and inspire our students, give them vision for the writing they're about to do, and propel them forward through the process. We can't risk choosing poorly and losing our students along the way, so we search with clear selection criteria in mind. We ask a series of questions of all potential texts we're considering as mentors.

Finding mentor texts that are engaging in both content and form is a major success. However, some mentors deliver even more, providing little bonuses that can both simplify and enrich their study. We do a little happy dance when we strike mentor text gold.

Being a teacher who puts mentor texts at the center of the classroom is a rich and exciting way of life. It means running to your computer to scan your Twitter feed in the morning as you look for mentor text treasures for your students. It means tapping into your writing sensibilities every time you read and enjoying it doubly-as a reader and as a teacher of writing. It means learning beside your students and keeping their interests at the helm. It means finding an organizational system that works for you and your students and puts the mentor texts at everyone's fingertips for the moments when they will be needed in the throes of writing. It means finding texts and mining them for lessons because there is no better way to honor your teaching and increase the repertoire of what you can offer students.

Allison Marchetti is coauthor-with Rebekah O'Dell-of Writing with Mentors and Beyond Literary Analysis. Their popular blog Moving Writers focuses on writing instruction in middle and high school classrooms with an emphasis on voice and authenticity. Traveling the country to work with teachers and students provides constant inspiration as they help educators do the hard-and-transformative work of teaching real writing.

Allison has taught middle and high school English in both public and independent schools in Richmond, Virginia. Her favorite moments in the classroom happen at students' desks, thinking and reading and writing beside them.

Rebekah O'Dell is coauthor-with Allison Marchetti-of Writing with Mentors and Beyond Literary Analysis. Their popular blog Moving Writers focuses on writing instruction in middle and high school classrooms with an emphasis on voice and authenticity. Traveling the country to work with teachers and students provides constant inspiration as they help educators do the hard-and-transformative work of teaching real writing.

After more than a decade in the high school classroom, Rebekah currently teaches middle school English in Richmond, Virginia. She has experience using the reading and writing workshop model to transform student engagement at all levels, from inclusion classrooms to the International Baccalaureate program.

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5 Big Questions to Ask When You're Choosing a Mentor Text

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Mentor texts are powerful allies in the teaching of writing to high school students. In fact, Allison Marchetti and Rebekah O'Dell wrote the book on it. In Writing with Mentors they not only tell you why mentor texts work and how to teach them, but they also share five big questions to ask when you're choosing a mentor.

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Selecting Mentor Texts with Academic, Linguistic, Cultural, and Social-Emotional Responsiveness - Corwin Connect

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Share on FacebookShare on TwitterShare on Linkedin My advice to aspiring writers is to read, read, read. The more you read, the stronger writing you’ll become. If you love a book, read it twice so that you can study it and figure out what the […]

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Structure: Predictable Needs Formative Boxes 

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Assessing Endings to Persuasive Essays in Order to Clarify Expectations and Inform Essay Revisions (5-8)

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Small Group Work in Writing to Support Students Developing a Sense of Closure (K-2)

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Amadeus G4-5 Session #5 Planning Small Groups (March 2022)

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Add your 'by next week I will...' goal here:

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Add your 'by next week I will...' goal here:

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By next week will go through a small groups planning and deliver, a small groups lesson. (at least a planning if that is too big)- Shawn

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I will teach the mini-lesson on endings to the class, giving examples including reflections and questions.

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I will teach the mini-lesson on endings to the class, giving examples including reflections and questions.

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By the end of the week (as we are on holiday next week), I'm going to ensure that I give each student a piece of "forever language" feedback on the narrative pieces they are currently working on.

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Make a copy and adapt as needed for your Exhibition writing unit!