Ambrit IS Rome: Responsive Writing Workshop in the PYP by EKC

Justine Otte

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justine@erinkentconsulting.com
https://www.linkedin.com/in/justine-otte/

EKC Facebook Group

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Connect with educators around the world!

Register For Heinemann Resources

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Heinemann Blog

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Relevant Workshop Conversations, Interviews and Content...

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WW Getting Ready Checklist

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Transcription

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Composition

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Shifts

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The Writing Rope

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Unpacking & Adapting Protocol

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Make a copy of this document for each grade level team. Collaborate on the unpacking protocol, discuss your findings and record on the grade level copy of the document.

Amplify Inquiry through Workshop

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Supporting Essential Skills

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What opportunities exist in the workshop framework to support and strengthen foundational skills development?

Unpacking a Unit: Why & How

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Take time to unpack and get clear on the learning before each unit. Begin to record adaptations and adjustments to the unit.

Shifting the Balance K-2

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Shifting the Balance G3-5

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EKC Community

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Please share burning questions here!

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Leave any questions, ideas or worries here. We can look into them together in upcoming sessions. Please indicate if you are joining session with K-2 or 3-5. Thanks!

Mini-lesson Planner with PYP Essentials

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Use this document to support planning the classic minilesson with a PYP lens.

We-Do Minilesson Planner

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Use this approach to minilessons/whole group lessons when additional scaffolding is needed to bridge towards independence.

K-2 WW Units - Rethinking Bends

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Collaborative Writing Experiences in WW

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Architecture of 'We-Do' Lessons

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Shared Writing Experiences

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Interactive Writing Experiences

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K-2: Shifting Lessons to 'We-Do'

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Understanding Classic Mini-Lessons

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'We-Do' Writing - by Leah Mermelstein

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G3-5 Units - Rethinking Bends

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G3-5 Shifting Lessons to 'We-Do'

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Examples of the approach

Workshop Planning Template

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Phonics Focus Small Group Planning Template

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Writing Strategy Group Planning Template

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Writing Big Words Routine

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Source: https://thesixshifts.com/

Teaching Words and How They Work

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Grade 1 Demonstration Planners

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Workshop Session Planner

Phonics Focused Small Group

Strategy Group Planner

Grade 3 Demonstration Planners

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Workshop Session Planner

Strategy Small Group Planner

Grade 4 Demonstration Planners

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Workshop Session Planner

Strategy Group Planner

Writing Big Words Routine

Planning Small Groups Across the Week

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Shared Text (We-Do) Small Group Planner

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Predictable Needs Template

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Begin your data sort by identifying predictable needs for this bend/timing in the writing unit. The Unit of Study Checklist and the Phonics Progression are useful tools to help name predictable needs.

Units of Study Phonics Scope & Sequence

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General S&S Blevins / TCRWP

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Vertical Overview of Phonics Units

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Shared Text / We-Do Small Groups

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Strategy Small Group

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Word Study / Phonics Small Groups

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Add your notes and ideas in this column!

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Add a new entry to this column and briefly write down:

What patterns did you noticed across the various conferences?

What did you notice about the relationship between student and teacher?

Video of Conference

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G5 Writing Conference

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Conferring with Carl Anderson

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4 examples of conferring with writers in various grade levels.

Goal Setting Conference

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RDCT Writing Conference (Grade 4)

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Writing Conference - Adding Details G1

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Conferencing -In order to facilitate learning the teacher came prepared with tools. ( She had a conferencing binder and post-its)

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The Conference was a collaboration between the student and the teacher. The child was engaged in an open conversation to enhance writing by verbally expressing themselves, sharing, and lastly evaluating their work.

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Targeting what the writer needs to work on WITH the writer through conferring one on one. The conferring acts as a tool to prompt the writer into understanding how they can add on and stretch their ideas.Complimenting them on what they have achieved so far and how they can embellish their work even more.

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Conferencing with students and working with them to set goals is a great way to provide feedback and encourage students to take ownership of their writing development and have something they can work towards.

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Teachers invited their students to identify with the readers of their pieces. This helped the students hone on what they could do to make their writing more effective. I was also struck by how appreciative teachers were of the students' writing, even as they suggested improvements. A great way to offer feedback while also fostering their confidence as writers.

While conferencing providing examples of personal stories, narrating them and writing them, can demonstrate to students how to structure and sequence sentences.

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Information Writing Progression

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Narrative Writing Progression

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Opinion Writing Progression

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During the conferences between teachers and students, a common pattern can be observed, such as when the teacher starts with a compliment, creating a positive environment. Then, a constructive suggestion for improvement is presented, focusing on one aspect at a time. Feedback is broken down to manageable chunks, enabling the student to implement the suggested improvement.

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In terms of communication style, it is evident that the teacher prioritizes teaching the writer rather than fixing the writing. Instead of simply correcting errors or making changes, the teacher guides the student through the writing process. They ask probing questions and encourage critical thinking, allowing the student to actively engage with their writing and take ownership of the revisions. The conversations are centered around teaching and empowering the student to become a better writer.

Each conference concludes by restating the teaching point and setting goals with the student. This helps to reinforce the key takeaway from the conversation and provides a clear direction for the student's future writing endeavors. By establishing goals, the teacher ensures that the student has a tangible objective to work towards, fostering growth and progress in their writing skills.

A Day in K-2 Writing Workshop

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How do routines, environment and independent time support agency and productive learning?

K-2 Independent Writing - Expectations and Communication

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What are K-2 writers doing during independent time? How might we establish these expectations with our young writers?

The Art & Architecture of Conferring

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I noticed that the teacher asked the student what he or she wanted to work on as a writer but was clearly prepared with suggestions if the student didn't have one hiself or herself. It still gives ownerhip to the student.

I also liked that one teacher gave her student a choice between two ways to grow as a writer and let the student choose (flash-back).

I noticed that one teacher asked "What are you doing as a writer?" not only what the writing is about. This question can open a conversation about what strategies a student is using and where to go from there.

Planning with Intention Across the Week

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Planning Across the Week - RW & WW

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This template is useful when planning for RW, WW and Word Study

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Reflection Form Link

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Please complete this form reflecting on your learning experience and implementation of 'Responsive Writing Workshop in the PYP'. Responses will be reviewed by Justine and shared with the Primary School Leadership team.

Examples of Workshop Progression Template

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