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Step Inside the Intermediate Writing Workshop
Scan this code with your smart phone to read more on our companion blog! Sarah Calderone, Jessica Gouker, Rebecca Hageman, & Susan Verdi
http://cesauthors.blogspot.com/?zx=64f2ccbed3fe981b
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Three Non-Negotiables for Students
Time Predictable StructureIndependence
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The Essentials of Time
OThree days per week/ one hour each day (Fletcher)
O45-60 minutes daily (Calkins)
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Students need predictable structure.
OMinilesson
OSustained Writing/Conferring & Guided Writing Groups
OSharing & Reflection
“It is significant to realize the most creative environments in our society are not the ever-changing ones. . . . They are deliberately kept predictable, so the unpredictable can happen.” (Calkins 1983)
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Students need independence.
OKnowledge of rules and expectations
OAccess to materials
OTopic choice
OStrategy instruction
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The Writer’s Notebook
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Launching The Writer’s Notebook
O Lessons:O History of a NameO Heart MapsO All the Places to Love & Looking at
Your PlaceO Outdoor Café with Twilight Comes
TwiceO ListsO Imagine a NightO Fierce Wonderings
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MD Common Core Framework for Writing
O W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (SC, 5)
O W6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
O W7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic
http://www.mdk12.org/share/frameworks/CCSC_Writing_gr3-5.pdf
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O W2.a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
O W2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
O W2.e Provide a concluding statement or section related to the information or explanation presented. (SC, 5)
http://www.mdk12.org/share/frameworks/CCSC_Writing_gr3-5.pdf
MD Common Core Framework for Writing
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Kicking Off the Unit with Local Feature Editors!
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Teaching from an Inquiry Stance
Gathering TextsSetting the Stage
ImmersionClose Study
Writing Under the Influence
Study Driven (Ray, pg. 19)
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Gathering Texts for Feature Article Study
ONo Matter the Weather, They Will Eat Anything
OGlimpses Into Urbana’s Classrooms: Mr. OhEithir
W9.b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text)
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Setting the Stage & Immersion in Feature Articles
W9.b Apply grade 5 Reading standards to informational texts
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Setting the Stage & Immersion in Feature Articles
W9.b Apply grade 5 Reading standards to informational texts
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Setting the Stage & Immersion in Feature Articles
W9.b Apply grade 5 Reading standards to informational texts
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Setting the Stage & Immersion in Feature Articles
W9.b Apply grade 5 Reading standards to informational texts
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Close Study of Feature Articles
W9.b Apply grade 5 Reading standards to informational texts
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Close Study of Feature Articles
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Writing Under the Influence of the Feature Article Study
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Writing Under the Influence of the Feature Article Study
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Writing Under the Influence of the Feature Article Study
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Writing Under the Influence of the Feature Article Study
Apply the prew
riting stage of the writing
process: gather information on a topic;
synthesize information from
within and
across sources (See M
D S
LM
4-5 2A1, as
needed.)
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Writing Under the Influence of the Feature Article Study
Apply the prew
riting stage of the writing
process: gather information on a topic;
synthesize information from
within and
across sources (See M
D S
LM
4-5 2A1, as
needed.)
![Page 24: Step Inside the Intermediate Writing Workshop Scan this code with your smart phone to read more on our companion blog! Sarah Calderone, Jessica Gouker,](https://reader035.vdocuments.mx/reader035/viewer/2022062803/56649ca45503460f949656ab/html5/thumbnails/24.jpg)
Writing Under the Influence of the Feature Article Study
Apply the prew
riting stage of the writing
process: gather information on a topic;
synthesize information from
within and
across sources (See M
D S
LM
4-5 2A1, as
needed.)
![Page 25: Step Inside the Intermediate Writing Workshop Scan this code with your smart phone to read more on our companion blog! Sarah Calderone, Jessica Gouker,](https://reader035.vdocuments.mx/reader035/viewer/2022062803/56649ca45503460f949656ab/html5/thumbnails/25.jpg)
Answering Research Questions with Information from Multiple Sources
W2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
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Using a 4 Square to Organize Data
W2.a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
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Using a 4 Square to Organize Data
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Drafting
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Revising
Apply the revision and editing stages of the writing process. (See CCSS 5 W5, W6.)
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Revising
Apply the revision and editing stages of the writing process. (See CCSS 5 W5, W6.)
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Editing
Apply the revision and editing stages of the writing process. (See CCSS 5 W5, W6.)
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Draft an introduction that orients the reader
to the topic, establishes a controlling idea or thesis and handles copyrighted m
aterial appropriately. (S
ee CC
SS
5 W4, W
6; MD
S
LM
4-5, 3C2.)
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Draft the body by applying a logical
organizational pattern of reasons supported by facts and details. (S
ee CC
SS
5 W4, W
6.)
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W2.e P
rovide a concluding statement or
section related to the information or
explanation presented. (SC
, 5)
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Reflecting on the Process & the Product
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Publishing!Prepare the final product for presentation and/or publication, including using word processing technology, applying cursive handwriting skills neatly and legibly when handwriting is preferable or technology is unavailable, & delivering oral presentations
(See CCSS 5 W6; CCSS 5 SL4, 5, 6; MD SLM 4-5 5A1.)
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OPost a comment on our blog if you are interested in receiving
electronic copies of the organizers used in this unit! Include your preferred e-mail
address.
http://cesauthors.blogspot.com/?zx=64f2ccbed3fe981b
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SourcesO A Writer’s Notebook: Unlocking the Writer
Within You (Fletcher)O Day by Day: Refining Writing Workshop Through
180 Days of Reflective Practice (Ayres & Shubitz)O Lessons From A Child (Calkins)O Notebook Know-How: Strategies for the Writer’s
Notebook (Buckner)O Study Driven: A Framework for Planning Units of
Study in the Writing Workshop (Katie Wood Ray)O The Writing Workshop (Fletcher & Portalupi)O http://
www.mdk12.org/share/frameworks/CCSC_Writing_gr3-5.pdf