1. Informal Assessment. As students practice, you should be actively moving about the kids assessing where they are with the work. Can they do this? Did your lesson make it clear? Are there a few who still seem confused? Of course, assessing during turn and talk or another whole group moment is an art in itself, but the active engagement phase gives you an incredible opportunity to listen and watch your students.
2. See your teaching articulated. Because every student tries the strategy you’ve just taught, you can see your teaching being “used.”

Many teachers new to this approach are confused by the notion that they will teach a minilesson, but then the students might not be working on what was just taught when they head off for independent practice. The idea instead should be (on most days-of course there are exceptions) you teach a strategy, everyone tries it during the active engagement phase, then those who are ready to use the strategy do so, when they move away to write. As you conference around the room you can ask specific students to use the strategy if you believe it will lift the level of their writing.

Active engagement is an important part of a strong minilesson. Take the time to cultive it in your classroom.

When I was at the TCRWP Writing Institute in June the sessions repeatedly returned to the topic of stamina in writing. As Lucy says in her UOS texts: “write long and strong.” But WHY is this so important?

1. Writing is a process. It takes time. It needs to be coaxed and prodded and played with. When you write a lot, then there is a lot more there to work with, to mold and craft.
2. Learning to write for a length of time or over several pages in a sitting encourages “in the moment” revision and editing. Having stamina does not mean a person writes word after word and doesn’t stop. Part of the stamina needed is to stay with the piece, rereading it, reworking it and moving forward. (We want to teach kids to edit and revise and think about what they are writing as they are writing it.)
3. Developing stamina increases student output on tests. There have been reports that high SAT essay scores are directly related to the length of the piece. Now, just writing gibberish isn’t going to make a good piece. But learning how to write long AND strong is important for kids to know how to do.

So what are some tricks for increasing stamina in the classroom?

• Push them. Asking students to write more is one of the easiest ways to increase stamina. Couple that with a conference compliment where you note how a child’s stamina has increased, most children will put pen to paper longer.
• Teach strategies for increasing stamina. Show students how you keep at it by rereading to keep yourself immersed in the piece, for example. Remind them that stamina is required when thinking about the writing as well as editing, revising, and drafting.
• Make it a big deal. One session leader shared how a school she works with made the goal of increased stamina school-wide by agreeing to post stamina goals (time spent writing) on the classroom door. As stamina increased the number changed and the school/class celebrated the success.

More and more I’m learning how oral language development is the most important indicator of reading and writing success. Students who are strong orally are stronger writers and stronger readers. It makes sense, but this is something I don’t think I’ve really put emphasis on in my classrooms or even with my own daughter.

This doesn’t mean I’m advocating just letting children talk and talk and talk. Instead my emphasis would be on being a better listener to that talk. I plan to focus on engaging a child into moving further in her talk while practicing listening better to what is said.

Certainly there are direct links to conferring here, but really I’m thinking about the classroom environment. We need classrooms where children are taught how to talk; then given the space and time to do it. From KG1 (our PK4) to grade 5, developing talkers is an important step we need to take.

One of my jobs as a coach is to help teachers see that we are never finished with our workshops or our planning. Part of being a workshop teacher is being reflective and responsive. Year to year, we will need to alter our teaching to meet the needs of the students in our classrooms. I’m not talking about large scale changes to our units or curriculum each year, but rather small, targeted changes to minilessons, teacher demonstrations, celebrations, small group work and conferences. The changes need to be based on bringing each child one step further along. The changes are quite simply, differentiation.

Lucy talks about the importance of reading workshop on a video on the Heineman website. If you are new to workshop, Teachers College ideas, or just need a little inspiration, check it out. (Top right-hand corner.)

Overall, I learned having active principal participation (and therefore leadership) makes the difference when implementing and being successful with reading and writing workshops. If a principal simply hands out the UOS books and says “we are a workshop school,” you can pretty much guarantee there will be a few workshop teachers, but you won’t be a workshop school. Instead, a principal who participates in the learning, leads (or requires) the staff to have professional development, and holds teachers accountable to the workshop model, will ensure her students grow from a systematic approach, sculpted by targeted instruction. In other words, a workshop principal creates a workshop school.

A topic discussed at length by this group was about developing “A Learner Bill of Rights.” This document would articulate for teachers, students, and parents what the school promised it’s writers. (Of course it would be developed for other subjects as well.) This document would start out something like “At ACS, we promise students in grade(s) will…” and would include skills, strategies, and attitudes deemed important. When I first heard about this idea, I thought, “We have that,” thinking as I was about our, Look Fors and Shouldn’t See document generated with teachers and the principal as an observation tool. But now, I realize what Cory was describing was more of a mission or a vision-type tool. One, which we could post in the office, hand out to parents, and share with our learners.

Here is my draft (this would of course need to be created with a group of people…)

A Learner Bill of Rights: Writing

In the elementary school at ACS, we promise our students…

• will be given instruction in how to write well, and not just writing assignments.
• can write from their hearts, about subjects which are important to them.
• will write everyday.
• will have multiple chances to share their writing.
• will grow as writers as they progress through our school.

(You can read my post by clicking HERE.)

I’ve never told Stacy and Ruth this, but their blog format, two co-writers on a blog was the inspiration for my daughter’s blog: Over here, Over There. Her best friend is an Australian living in China. They are co-writing a blog to stay connected, to become immersed in this technology, and to share their stories of travel and life as 9-year old TCKs. It has been a great learning experience!

1. The books are teaching tools. They teach students a unit of study (how to write inside a genre) while teaching teachers how to instruct within the basic outline and frame of a writing workshop.
2. The K-2 and 3-5 series are solid curriculum for setting up and digging into writing workshop as both narrative and expository writing is taught.
3. The units are transcripts of actual lessons taught in real classrooms. (At no point does Lucy expect teachers to use her exact words. However, she has heard from many teachers who have used her exact words to help them teach this way. (I myself belonged to this group years ago when I first got my hands on these texts)
4. The boldface text in the books is the most important part to follow (if you are following it at all) as it outlines the key teaching points of the minilesson: connection, teaching, active involvement, and link.
5. The goal is to outgrow these books and to author your own units of study in and across grades.

For my part, this information was a relief as I’ve been pushing teachers at my school to use the books to help them become workshop teachers. I want us to refer to them, to use them like training wheels until we are ready to ride off down the road on our own. That said, I think the most important use of these books is to help a school develop a strong spiral across multiple grades. As my small group session leader put it, “Writing is a skill developed through use.” Giving students a chance to USE the skills and strategies we teach, multiple times throughout a unit and again and again across grades means they are more likely to walk away with real learning. Learning they can access and use at another time, on another day, independently.

Thanks Lucy.

Of course, this makes me think of the teachers I work with and the kids I teach. Learning how to organize information in the “information age” is essential.

Clearly, I need a tune up on this skill myself. Thinking back to the conference, there was so much going on, from Keynotes, to large and small group sessions, to conversations with my colleagues from ACS to deep-thinking discussions with my professional-twin Sarah (from Shanghai). I started off each morning typing; then ran out of battery and moved into the notebook we were given. I tried to store information in my head, I wrote notes on napkins at lunch and even on the back of the final certificate we were given to show completion of the institute.

Not knowing where to start or how exatly to being, I’m just going to dive in and make sense of it all.

Pared down, thoughtful posts full of useful information are sure to follow.