Thursday, June 21, 2012

TCRWP CA Trip - Update #5: Writing Workshop in 4th/5th Grade

Yesterday in my afternoon session, I sat in with presenter, Brooke Gellar, who was doing a lecture, vs. the workshop style practicuum session in the morning...on the nuts and bolts of writing workshop in the upper grades spending time talking about two options for the writing process (option #2 being more rigorous than option #1) how the units of study might look over a year, a month, and a day. Some of the differences between K-2 and 3-5 is students move out of using the Writing Folder in K-2 and use a composition book as their Seed Notebook for the first step in the writing process to "generate ideas"...then move to lined paper or yellow lined tablets as theydraft, revise, and edit later in the same writing process.   Here are the two options for the way the writing process could go in upper grades.

3-5 Writing Process Option #1 (best to use if your students have never done WW before) (15 day process)
(((Immersion))) - immersing yourself in the new genre style and studying mentor texts and pieces in the new style to study and research the style...so like before writing Personal Narratives...reading and studying some examples of personal narratives...this lasts 1 day in class, perhaps a week as homework {{{and TCWRP is big on writing homework, and yes, they let the students take their Seed Notebooks home and back everyday to collect new seed ideas...}}}
2. Collecting (generating ideas) (1-2 days)
3. Choosing (1 day) (selecting one seed idea (not a watermelon idea) and taking that piece through the process)
4. Drafting (1-2 days) (outside of the writers notebook...on yellow lined tablet paper or other Lucy paper)
5. Revising (3-4 days) (elaborating, adding craft elements....like throwing the pieces of a puzzle up in the air...Brooke stressed yesterday that revising is NOT changing a few words, adding a sentence, re-writing or trimming parts...it's really re-thinking your story, adding perspective, adding emotion, making the reader "feel what you felt, see what you saw")
6. Editing (2-3 days) - ex, circling words you are unsure of, etc., correcting punctuation and grammar
7.Publishing (1-2 days) - (incorporate technology when appropriate)

3-5 Writing Process Option #2
Immersion (see above)
1. Rehearsing and Generating Notebook Entries (2-3 days)
2. Choosing and Developing a Seed Idea (2 days)
3. Drafting (1-2 days) ((("don't let kids get married to their drafts...so spend no more than 2 days drafting)))
4. Revising (2-3 days) ((("spend the most time and energy in this stage of the process)))
5. New Generating (1-2 days)
6. New Choosing and Developing (1-2 days)
7. Drafting (1-2 days)
8. Revising either piece (2-3 days)
9. Editing (1-2 days)
10. Publishing (1-2 days) (((NOT PUBLISHING WEEK they said)))


In 3-5, EVERYONE moves through the writing process at the same time (times given above)....and it's critical that only small moment seed ideas get chosen because then you have one child who has to go back to Choosing a "seed idea" because they chose a watermelon story and the rest of the class is drafting and that one child is back at Choosing.  Lea, my presenter in the afternoon, said on Choosing day, have each child write their small moment topic on a post-it note and have all children paste it up on the board . She then goes through them all at a quick glance and says "seed idea, seed idea, seed idea, watermelon idea, seed idea, seed idea, seed idea, watermelon idea..." and all the watermelon kids must go back and choose a seed idea....example, bike riding is a watermelon idea (no time frame)...falling off my bike is a seed idea (less 5 minute time frame)....a baseball game is a watermelon idea (4 hour time frame), a home run is a seed idea (1 minute time frame)....I hope this helps...

This week has been fantastic but complete information overload and blogging often like I had hoped didn't happen like that either...my sponge is almost full and everything I hear here could be small moment post, but I am going to blog next with some pictures and anchor charts from the institute. 

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