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  • ♪♪♪♪

  • We are working on step um three which is the rubric.

  • I had to ask a friend to come and check my story and she has to put

  • what she liked about the narration and if any questions

  • like what she didn't understand about it and then advice so she

  • needs to give me advice like um put more put more dialoge

  • or yeah... something like that.

  • Writer's Workshop is the writing process it teaches kids how to

  • write in a structured, repetetive way. But it also

  • gives them a chance to choose their own theme.

  • and in that way develop a lifelong will to write.

  • It's a process that includes planning and then writing

  • the rough draft and then revising. You can revise

  • by themselves, with a teacher, . And then they finally write thr

  • final draft and then they are able to share and you just cycle.

  • The kids never stop writing they always have something to do.

  • What I am basically doing is

  • I'm just..I'm Just

  • like I just make up a story

  • and I'm writing it down on a

  • paper that has where I put pictures and where I write.

  • I believe that Writer's Workshop fosters and enjoyment of writing

  • because the students get to pick their own topics

  • they get to express themselves it is authentic writing.

  • They know they are writing for a purpose

  • whether it to be to share with their friends at the end of the

  • session or to take it home to share with their parents.

  • And they just see a purpose in it and it is their choice.

  • They don't get many choices all the time and this is the

  • one time when they get to express themselves and show

  • what they can do.

  • I try to do Writer's Workshop three days a week and every

  • Writer's Workshop I try to do a fifteen minute mini lesson.

  • I choose the mini lesson according to what the students

  • needs. It's completely student driven. If I see when I am

  • editing that they need um dialogue, I will focus a

  • mini lesson on dialogue. Or if it is a beginning,

  • I will focus on a beginning.

  • So how I want to start today is with a mini lesson.

  • and what I've been noticing when I am editing with you is

  • that our beginings are great. We have strong beginnings. We'e

  • introducing our characters, we'e introducing our settings.

  • so I want to show you a differet way to begin a beginning

  • with dialogue. And we have used dialogue, but I want to

  • show you how to use dialogue between two people and I think

  • that might help you to improve your writing.

  • On SBAC test that's a question. They give you the middle

  • and they want you to write a beginning. So a lot of times

  • for my mini lessons I'll practice that. I'll take a

  • student's story cut off the beginning and the other students

  • have to write a beginning and make it applicable.

  • So there's, you can, a teacher can look at any standard and

  • just make it into a mini lesson.

  • because she liked it in there.

  • Ok. And you should put why she didn't want to be the one.

  • And I changed that and I put because It was on the school.

  • OK.

  • So. And you put the beginning introduces the character.

  • Which is Amber.

  • Students need to have the freedom to talk during

  • Writer's Worshop. They need to be able to collaborate and

  • build on each other's ideas. I explain to them what is

  • correct talk and what is incorrect talk.

  • And. Um. I'll stop with my editing and walk around

  • monitor listen to make sure tha the talk is correct and I can

  • see from across the room if it's appropriate talk or not.

  • What were cold and juicy here?

  • The fruits and vegetables.

  • Right. So they and you are going to say

  • they ARE..instead of THEIR.

  • They ARE cold and juicy.

  • Very nice Yadizy. Past tense verbs. Getting

  • better. Very good. Next time you write I am

  • going to make a list for you a list just to be verbs to

  • be careful of. So on your past tense verbs...

  • Writer's Workshop helps to differentiate instruction

  • especially when I am teaching ELD learners because I teach

  • to the highest level that I can, but then during our

  • conference time I will talk to them and teach at their level

  • Also when they give to me their writing I don't expect

  • fantastic A plus papers. I expect them to write where

  • they are at and maybe push themselves a bit. So every time

  • I talk, we push a little bit more and they learn a little

  • bit more. And we will review or I will push and look at them

  • and see what they need. But it's a completely different

  • shape of instruction because they get their one on one time

  • with me in the practice.

  • ...then some people arrived and it was strange.

  • Good. Now on the last one we talked

  • about you had WE and you changed it to THEY.

  • So we were working on our pronouns. And you were

  • working on your point of view. You decided as a writer to talk

  • in the third person. So you are talking about Kevin, you are

  • talking about Brian. They are people out here. Not you. So

  • if they are not you, you cannot put WE. So you decide OK

  • I'm going to make my story third person let's talk about THEM

  • THEY so you change that. So we want to make sure that we

  • continue to change it to the thd person. The whole story

  • has to be third person. We cant switch over to I. So let's see

  • if we did this. Go ahead and continue with your middle.

  • It was the Allowitz Kevin shouted. They had came to kill

  • all the otter. They had lied to us because they had said they

  • would share otter with us. Men died and my dad because the

  • Allowitz had killed them.

  • The Great Choomaz Fight by Enoch.

  • Long, Long ago there was a Choomaz tribe that just

  • finished having a Pow Wow. When they were finished,

  • the chief and the tribes all went to sleep but out of

  • the blue the enemy Cuhilla Indians attacked out of nowhere

  • They were jealous of the Choomaz people because they lived

  • d

  • that definitely helps Common Core standards because the

  • students need to be able to speak orally. They need to be

  • confident. They need to look at their audience and speak in a

  • loud voice. And when I start the presentations, I'll start

  • with a small group and as the year progresses we get

  • larger and larger until it is whole class. And at first

  • the students are nervouse but at the end they love it. They

  • can't wait to present what they have written and show

  • everybody. The students are also good listeners and they

  • learn how to praise each other and appreciate what they

  • have written. And it just develops a community of learners.

  • The chief learned a valuable lesson. Just with a lot of

  • work you get the best benefit out of it.

  • [applause]

  • ♪♪♪♪

♪♪♪♪

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A2 初級

ライターズワークショップを通じた指導の差別化 (Differentiating Instruction Through Writer’s Workshop)

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    Pedroli Li に公開 2021 年 01 月 14 日
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