Writer’s NotebooksPresented by:

Mary Widtmann4th Grade Teacher

June 30, 2011

Newport Elementary School

“Best on the Beach!” K - 6th Grade with 436 Students

95% EO students 5 % EL Students 10% Special Day students

My Class - 4th Grade 39 Students

2 Gate Students 18 RTI 4 Special Day Students

2 Special Day students with me 80% of the day 2 additional Special Day students with me for Social Studies,

Science, Library, Music, and PE

Common Core vs. CA Content Standards Narrative Writing

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a.Orient the reader by establishing a

situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b.Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c.Use a variety of transitional words and phrases to manage the sequence of events.

d.Use concrete words and phrases and sensory details to convey experiences and events precisely.

e.Provide a conclusion that follows from the narrated experiences or events.

2.0 Students write compositions that describe and explain familiar objects, events, and experiences. 2.1Write narratives: a. Relate ideas, observations,

or recollections of an event or experience.

b. Provide a context to enable the reader to imagine the world of the event or experience.

c. Use concrete sensory details.

d. Provide insight into why the selected event or experience is memorable.

Text Types & Purposes Writing Applications (Genres & Their

Characteristics)

Common Core vs. CA Content Standards

4. Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization are appropriate to task, purpose, and audience.

5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Range of Writing 10.Write routinely over extended time

frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Organization & Focus 1.1Select a focus, an organizational structure, and a

point of view based upon purpose, audience, length, and format requirements.

1.2Create multiple-paragraph compositions:a. Provide an introductory paragraph. b. Establish and support a central idea witha topic sentence at or near the beginning ofthe first paragraph. c. Include supporting paragraphs withsimple facts, details, and explanations.d. Conclude with a paragraph thatsummarizes the points. e. Use correct indention.

1.3Use traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, posing and answering a question).

Evaluation and Revision 1.10Edit and revise selected drafts to improve

coherence and progression by adding, deleting, consolidating, and rearranging text.

Production & Distribution of Writing Writing Strategies

Overview What is a Writer’s Notebook? You will Create your own. Review the sections of the Writer’s

Notebook and how to use each one. Connecting the Writer’s Notebook to

the writing process.

What is a Writer’s Notebook?

A personalized notebook that holds a students ideas and pieces of writing.

A safe place for students to write. Allows the students to practice the craft

of writing without feeling the need to publish everything.

Creates a manageable way to hold all of a student’s writing.

Ralph Fletcher on the Writer’s Notebook

“Use a writer’s notebook. Many professionals consider a writer’s notebook essential to their process of writing. It is an excellent tool for young writers, as well. Artie Voigh, a literacy consultant in New York, refers to the writer’s notebook as a “low-risk, high comfort” place for students to write.”

Ralph Fletcher, Writing Workshop, the Essential Guide, by Ralph Fletcher, Heinemann 2001

Purpose Student Ownership Builds Independence during the Writing

Workshop Fosters a Love of Writing! Establishes a safe environment so that

kids are willing to take risks in their writing.

Elizabeth Hale on the Writer’s Notebook

“When students of any age are given time to make colorful decorations and bring photographs to put on the front, suddenly these notebooks become a reflection of their lives and who they are as individuals. Decorating notebooks is something that may not directly affect the management of independent writing, but it does impact it indirectly by encouraging students to feel more personally connected to their writing work.”

Crafting Writers K-6, by Elizabeth Hale, Stenhouse Publishers 2008

Create Your Own!Put your name on your

Writer’s Notebook and decorate it with things that are important to you!

Building a Class of Independent Writers

“Choices about content Time for writing Teaching Talking - Writing partners Periods of focused study Publication High expectations for all writers Structured management”

Ray, K.W.with Laminack, L. (2001). Essential Characteristics of the Writing Workshop. NCTE

Writers’ Workshop Format 40 - 50 Minutes, 3 - 5 days a week

Mini-lessons that teach specific writing craft.

Time to “Try-it” Independent writing time Teacher/student conferences Sharing

Intermission or at the end of session

Types of Entries Focus on a genre study Try-it section Independent writing section

Try-it Section The students have a chance to actually try out a new skill

with focused attention. It will have a much better chance of lasting when they go back to independent writing.

This is powerful because it is quick and all students are experimenting with a new writing craft!

Two types: Turn and talk

Teacher asks a question or gives a prompt Writing

Students write Date and Name of Skill Teacher gives a quick prompt Students must write using the craft that was just taught.

Independent Writing Section

A collection of a student’s writing. Place date in the margin every day and

also for every new entry. With-in the genre being taught - the

topics are “free choice” - No prompts! Builds writing fluency Allows students to experiment with

different craft lessons

Generating Ideas for Independence

Authority List Memory Sparker Poster Let a story spark a memory Look around the room Go outside and observe

Revision, Publishing, and Assessing

During the Genre Study When you finish an entry poster

While students write independently - Teacher conferences one on one.

Choosing a “Seed Idea” Zooming in Writing a Letter Taking the “Seed Idea” through the writing

process. Assessing with the Standards

California Scoring Rubric: Narrative Writing/Personal Memoir Name: _____ _____ ______ _ Score/Topic 4 3 2 1 Genre: Narrative or Personal Memoir

• Provides a thor oughly developed sequence of event s or memor ies

• I ncludes vivid descr ipt ive language and sensor y det ails th at enable t he re ader to ima gine t he event s or exper iences.

• Provides an adequat ely developed sequence of event s or memor ies.

• I ncludes some descr ipt ive language and sensor y det ails th at enable t he r eader to imagine t he events or exper iences.

• Provides a minimally developed sequence of event s or memor ies.

• I ncludes li mit ed descr ipt ive language and sensor y det ails th at enable t he r eader to imagine t he events or exper iences.

• Lacks a sequence of event s or memor ies.

• Lacks descr ipt ive language and sensor y det ails th at enable t he re ader to ima gine t he event s or exper iences.

Organization and Focus

• Clear ly addre sses all of t he wri t ing t ask

• Demonstr at es a clear underst anding of purpose.

• Maint ains a consisten t point of v iew, fo cus, and organizat ional str uct ur e, including paragraphing when appropr iate .

• I ncludes a clear ly present ed centr al idea with re levant f act s, det ails, and explanati ons.

• Add re sses most of t he wr it ing t ask

• Demonstr at es a general under st anding of purpose.

• Maint ains a most ly consiste nt point of view, focu s, and organizati onal st r uctu re , including paragr aphing when appropr iat e.

• Add re sses some of t he wr it ing t ask.

• Demonstr at es lit t le under st anding of purpose.

• Maint ains an inconsist ent point of v iew, fo cus, and organizat ional str uct ur e; may lack appropr iat e paragr aphing.

• Suggests a centra l idea with re levant f act s, det ails, and explanati ons.

• Addre sses only one par t of t he wr iti ng t ask

• Demonstr at es no underst anding of purpose.

• Lacks a clear point of view, f ocus, and organizat ional str uct ur e; may cont ain inappropr iat e paragr aphing.

• Lacks a cent r al idea but may cont ain marg inally re lat ed f act s, det ails, and explanat ions.

Sent ence Stru cture • I ncludes sent ence var iet y.

• I ncludes some sente nce var iet y.

• I ncludes li t tl e sent ence var iet y.

• I ncludes no sent ence variet y.

Convent ions • Cont ains f ew, i f any, error s in t he convent ions of t he English l anguage (grammar, punct uat ion, capit alizat ion, spelling). These errors do no t int er f er e wit h t he re ader ’s under sta nding of t he wr iti ng.

• Cont ains some errors in t he conventi ons of t he English language (grammar, punct uat ion, capit alizat ion, spelling). These errors do no t int er f er e wit h t he re ader ’s under sta nding of t he wr iti ng.

• Cont ains sever al error s in t he conventi ons of t he English language (grammar, punct uat ion, capit alizat ion, spelling). These errors m ay int er f er e wit h t he re ader ’s under sta nding of t he wr iti ng.

• Cont ains ser ious error s in t he conventi ons of t he English language (grammar, punct uat ion, capit alizat ion, spelling). These errors int er f ere with t he r eader ’s underst anding of t he wr it ing.

Comments & Goals: Points earned out of 16: ______ _________

Adaptations for Different Grade Levels

Break into genre or writing styles based on specific grade level standards

Allow students to write any genre that interests them

Use for homework Create smaller notebooks to hold ideas

in addition to the Writer’s Notebook

My Unanswered Questions How can I conference with students in

a meaningful and timely manner? What is a way to integrate graphic

organizers with the Writer’s Notebook? What are some ideas to create a love

of writing AND teach to the State Writing Test using Writing Notebooks?