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Teacher Discourse in a SecondGrade Writing Workshop
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Practice case study methodology
District writing curriculum adoption
Mrs. S.: strong background in writing
instruction & training through TCRWP
Second grade Unit of StudyAuthors as
Mentors
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Writing Workshop revolves around Unit of
Study (genres of writing)
Mini-lesson (5-10 minutes) connect
teach
active engagement (turn and talk)
link to ongoing work
Independent Writing and Conferring (45 min)
Sharing (5 minutes)Calkins, 1986
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Mrs. S. maintained predictable format
mini-lesson architecture consistent
stamina of students
However, there was something more
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TRADITIONAL (MONOLOGIC)
Initiate, Respond, Evaluate
Initiate teacher initiatesquestion
Respond student responds
Evaluate or provide feedback teacher evaluates or
provides feedback default setting
(Cazden,2001)
DIALOGIC
Purposeful exchange of
ideas Students build on
questions/ideas with oneanother
Not always teacher
centered Student knowledge and
expertise valued
(Alexander, 2009)
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Collective: Teachers and children approach learningcollectively. Learning is not done in isolation.
Reciprocal: Ideas are listened and shared; all
viewpoints are reflected upon. Supportive: Students share ideas without fear of
being wrong; other students support in theunderstanding of new learning.
Cumulative: Thoughts develop through dialogue.Meaning is strengthened through inquiry and theexploration of ideas.
Purposeful: Teachers have learning goals and utilizeclassroom dialogue as a means to achieve them.
(Alexander, 2009)
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1. Deepened student understanding: dialogic
2. Facilitated student writing identity: dialogic
3. Powerful formative assessment tool:dialogic and traditional
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They like to talk, and I think that the teacherdoesnt have to be involved all of the time. They
have to put that responsibility on theirpeers....you know, nobody can get by without
learning because everybody is involved. We
used to call on one person, one person did the
thinking and everyone else just sat there.
(S.S., personal communication, September 24, 2009).
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Partner talk was integral in understanding of acomeback line
Teacher not locus of knowledge all opinions
mattered Mrs. Schultz encourages differing viewpoints
there is not one right answer Traditional Discourse would have asked:
Where should we put the comeback line? Student responds Teacher evaluates response Only certain members have access to the literacy
club (Smith, 1987)
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Dialogic discourse at the heart of conferring
Dialogic discourse allows the teacher to focus
on the writer notthe writing
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Mrs. Schultz: Anything else youd like to try? (focus on thewriter, not the writing researching the writer)
Chloe: Id like to use ellipsis in the story but I dont know
where.
(Chloes response provides Mrs.
S.
a teaching point) Mrs. Schultz: You dont know where? Okay, lets look back
and look at Mr. Putter and Tabby and see where she usesellipsis. Read through that Chloe and see how she uses thatellipsis there. (Chloe reads). It slows us down and it tells us
that something is going to happen. Do you see how CynthiaRylant used that ellipsis in this book? Chloe: Yeah, (Chloe reads aloud) For the next big snow dot
dot dot. Dot dot dot means it slows us down.Conference moves forward with Chloe trying ellipsis in herwriting
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Teachers should become aware of their own
discourse
Dialogic Discourse is at the heart of WritingWorkshop
Toolbox of discourse strategies important
Future Directions: active engagement is once
during the mini-lesson should we providemore?
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1. We dont do rude.
2. You can never be unkind to another human; we dont laughat others ideas or roll our eyes.
3. You never raise your hand.
4. Use your mouth and your manners; if two people talk at thesame time each decide who will go first I hear more thanone voice, you need to work this out
5. Think for 40 seconds; then turn and talk in a whisper listen
and add to what your neighbor says. Whispering requireslistening: 40 seconds of thinking 40 seconds of sharing
Share to the group the ideas of your partner. You arelearning to honor the thinking of others.
(L. Laminack, personal communication, December 8, 2009)
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http://digitalreadingteacher.blogspot.com
Full Case Study available in the Summer, 2010Journal of WSRA
Pennell, C., 2010. Improving student writing
through classroom talk: A case study. WSRAJournal, Vol. 49 (2), pp 5-18
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Alexander, R. (2009). Towards dialogic teaching: Rethinkingclassroom talk(4th ed). Thirsk: Dialogos.
Calkins, L. (2009).A quick guide to teaching second grade
writers with units of study. Portsmouth, NH: Heinemann.
Calkins, L. (1986). The art of teaching writing. Portsmouth:NH. Heinemann.
Cazden, C. (2001). Classroom discourse:The language ofteaching and learning. Portsmouth, NH: Heinemann.
Smith, F. (1987).Joining the literacy club: Further essays intoeducation. Portsmouth, NH: Heinemann.