Early Childhood Writing Workshop - Home



Jane Martin, Pot Spring ElementaryStephanie Barnes, Pot Spring ElementaryKellie Price, Pot Spring ElementaryJen Guanti, Mays Chapel ElementaryMaryland Writing Project Summer, 2017Towson University and Baltimore County Schools Culminating Project: Professional Development on Differentiated Writing Instruction in Writer’s WorkshopRationaleAs writing workshop becomes a system wide focus, teachers will require support for meeting the needs of their heterogeneous classrooms. Professional development on writing instruction must focus on classroom management and instructional best practices. Since differentiation is “not a single strategy, but rather an approach to instruction that incorporates a variety of strategies,” (Access Center,), classroom instruction must be supported in a variety of ways. This professional development plan has been developed to support the growth of teachers in the area of writing workshop to meet the needs of all learners in the classroom. As teachers begin to implement the writing workshop model, support will be needed to maximize growth for all students, including struggling, on grade level, and advanced learners. In their research on effective instruction Christenson, Ysseldyke, and Thurlow (1989) found that, in addition to other factors, the following conditions were positively correlated to pupil achievement:· The degree to which there is an appropriate instructional match between student characteristics and task characteristics (in other words, teachers must assess the student's prior knowledge and current level of skills in order to match them to a task that is relevant and appropriate to their aptitudes);· The degree to which the teacher actively monitors students' understanding and progress; and· The degree to which student performance is evaluated frequently and appropriately (congruent with what is taught).This plan provides schools the opportunity to delve deeper into Writer’s Workshop and, ultimately, differentiation through practical, best practices, while exploring tiered assignments, compacting, interest groups/centers, flexible grouping, learning contracts, and choice boards. Ongoing, personalized professional development opportunities for teachers support this growth. Differentiated Writer’s Workshop Action PlanSchoolsPot Spring Elementary, Mays Chapel ElementaryPD TeachersJane Martin, Stephanie Barnes, Kellie Price, Jen GuantiSchool Year2017-2018VisionSchool Vision: At Pot Spring Elementary School, parents, students, teachers, administrators and the community work collaboratively to provide a quality student-centered education. Content knowledge, skills, and character are deliberately developed in a safe, nurturing and respectful environment. As productive members of our technological, global society, all students strive to reach their maximum potential as responsible, creative, problem-solving, independent, life-long learners.OutcomesProper use of Writer’s Workshop from grades preK-5 on a weekly basis. Either embedded into ELA or intertwined throughout the curriculum. Provide multiple opportunities for teachers to collaborate, plan, share strategies, analyze data, and customize learning which in turn will increase rigor and engagement in the classroom. Encourage job embedded PD by offering multiple self-directed learning and guided learning opportunities, which will invite teachers to self-reflect and grow as educators.Students will be highly engaged in the classrooms and involved in rigorous writing instruction that meets their needs, which in turn will decrease inappropriate behaviors. Increased collaboration amongst grade levels in order to properly plan and implement Writer’s Workshop in a successful and meaningful way.Professional Learning Designs(Plan)To support teachers through understanding the process of Writer’s Workshop and how to differentiate for heterogeneous classrooms. We plan to provide several PD opportunities throughout the year (either whole group, small group, or optional) to help develop teacher understanding on how to implement, manage, and differentiate the writing workshop process on a weekly basis in the classroom. This design will constantly be refined throughout the year based on the collection and analysis of school data, artifacts, teacher needs and other evidence in the building.DateActionPersons InvolvedDescriptionAugust 2017Planning PD implementation meetings for Writer’s Workshop and determining datesAdministrationSTAT TeacherDevelop a detailed plan for staff professional development around writing workshop opportunities and how to implement heterogenous differentiation throughout the year. This will require the administration to determine specific dates and how the topic will be shared with the staff whether it be through optional PD, faculty meetings, or EOL (Evidence of Learning) grade level meetings. September 2017Present what is Writer’s Workshop and how it can be implemented to the whole group.AdministrationSTAT TeacherEntire FacultyAdministration and STAT Teacher will model and present the basics of Writer’s Workshop. What is Writer’s Workshop, how to set up your classroom, vocabulary that should be used schoolwide, and why Writer’s Workshop is important. September – June 2017/18Provide optional PD opportunities for teachers to dive deeper into Writer’s WorkshopAdministrationSTAT TeacherStaff that chooses to attendStaff that chooses to present (teachers whom attended the MWP course)As teachers work through the Writing Workshop process, we are aware that teachers will be at different phases. Some of the staff may jump right in at the beginning of the year and others may get routines established before introducing Writer’s Workshop to their class. Throughout the year, there will be various optional PD dates allowing teachers to attend small group sessions. These sessions will be focused and elaborate on the following topics:Room arrangement, materials, and preparationEstablishing routines and how to launchMini lessonsPeer and teacher conferencesSharing and celebrationsOctober 2017Whole group presentation on differentiated writing instruction in the heterogeneous classrooms.AdministrationSTAT TeacherEntire StaffShare the PowerPoint with the staff on assessment, analyzing data, and the 6 ways you can differentiate Writer’s Workshop. This will be a general understanding of ways you can differentiate in a heterogenous classroom. Tiered AssignmentsCompactingInterest Centers/GroupsFlexible GroupingLearning ContractsChoice BoardsOctober 2017 – March 2018Evaluate needs after whole group faculty meeting on assessment, analysis, and differentiation.STAT TeacherAdministrationThe administration will send out a questionnaire on needs/interest based on the whole group presentation. This will determine the types of PD we will have throughout the rest of the year and when. For example, if intermediate teachers are the only ones that show interest in assessments, then we would provide PD during an EOL (Evidence of Learning) meeting. November– May 2017/18Create opportunities for learning walks. STAT TeacherAdministrationFacultyThe STAT Teacher and administration will create opportunities for learning walks for all teachers in perK-5, in order to improve students’ writing performance and examine/reflect on best practices for Writer’s Workshop as well as analyze and evaluate student writing pieces.December 2017Presentation on Tiered Assignments and CompactingAdministrationSTAT TeacherSelect StaffThe STAT Teacher and administration will introduce tiered assignments and compacting. How this is presented will depend on the needs of the staff. Time will allow teachers to work in grade levels to visit Course Maps in the LMS and determine universal writing assignments that could be used to assess student writing knowledge. Teachers could also collaborate and create plans for tiering some of the writing lessons (process or product). January 2018Presentation on Interest Centers and/or Interest GroupsAdministrationSTAT TeacherSelect StaffThe STAT Teacher and administration will facilitate presentations on Interest Centers and Interest Groups. Interest Centers are usually used with primary students and Interest Groups are usually used with intermediate students, although the information could benefit both groups. This session could either be split or held together with primary and intermediate teachers. How this is presented will depend on the needs of the staff.Time will allow teachers to create some centers that focus on specific writing skills and processes that teachers have noticed have been difficult for students at their grade level. March 2018Presentation on Flexible Grouping, Learning Contracts, and Choice BoardsAdministrationSTAT TeacherSelect StaffThe STAT Teacher and administration will introduce the concepts of choice boards, learning contracts, and flexible grouping, in order to differentiate instruction in Writer’s Workshop. How this is presented will depend on the needs of the staff. Time will allow teachers to create their own choice boards and learning contracts as a grade level or teachers in grades 3-5 could work in their content areas.May 2018Evaluate the effectiveness of Writer’s Workshop and differentiation in the classroom. AdministrationSTAT TeacherFacultyAt the end of the school year, the administration will send out a questionnaire on Writer’s Workshop, determining things that went well this year, what we need to improve, PD that teachers are interested in, etc. The administration will evaluate and reflect on the feedback to determine the steps for next year. Resources Initial Writer's Workshop Feedback Form - Center. (2004). Differentiated Instruction for Writing. Washington D.C.: Author.Baltimore County Public Schools. (2017) Writing Workshop June 2017. Retrieved July 25, 2017 from Stephen L. Isaacson Portland State University This article is adapted for LD OnLine from a similar article by Isaacson published in The Volta Review, 1996, Vol. 98, No. 1, pp. 183-199. Retrieved from M. Reis & Joseph S. Renzulli (1992) Using Curriculum Compacting to Challenge the Above-Average. Educational Leadership retrieved July 19, 2017 from ERIC. ................
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