Mission Possible: Empowering Readers & Writers

Mission Possible:
empowering readers &
writers
North Kansas City!
#teamkittle cohort!
August 5, 2014
What have you been reading?

–Paul Lockhart
“It is far easier to be a passive conduit of some
publisher’s “materials” and to follow the
shampoo-bottle instruction—lecture, test, repeat—
than to think deeply and thoughtfully about the
meaning of one’s subject and how to best convey
that meaning directly and honestly !
to one’s students. !
!
We are encouraged to forego the difﬁcult task of
making decisions based on our individual wisdom
and conscience, and to get with the program.”
–Paul Lockhart
“If you don’t have a personal relationship !
to your subject, and if it doesn’t move you !
and send chills down your spine, !
then you need to ﬁnd something else to do. !
!
If you love working with children and you really
want to be a teacher, that’s wonderful—but teach
something that actually means something to you,
about which you have something to say.”
What have you been reading?
And what will you be sharing with students?

What have you been writing?
–Roger Rosenblatt, “I Write Blindly”
“The explanation I've been able to come up with
has to do with freedom. You write a sentence, the
basic unit of storytelling, and you are never sure
where it will lead. The readers will not know
where it leads either. Your adventure becomes
theirs, eternally recapitulated in tandem--one wild
ride together. Even when you come to the end of
the sentence, that dot, it is still strangely
inconclusive. I sometimes think one writes to ﬁnd
God in every sentence. But God (the ironist)
always lives in the next sentence.”
Why write?

Paradigm Shifts
❖ relying on a program !
❖ teachers are keepers &
deliverers of knowledge!
❖ one-and-done alone!
❖ dependent readers/writers
“too much support”!
❖ “cover this” surface learning!
❖ teachers isolated!
❖ congenial (nice)
❖ understand the intent of what
you’re teaching!
❖ teachers guide discovery!
❖ process with others!
❖ independent, conﬁdent problem-
solvers!
❖ understand the value of
engagement: the implications of
what we teach on student drive!
❖ teachers seek help!
❖ collegial (we have a craft to learn)
Old New
What%are%the%%
big$ques)ons$
or$big$shi.s$in$thinking$
about%reading%
and%wri0ng%%
that%
you’d%like%
%to%ask%of%your%
colleagues—%
or%that%you%
want%to%answer%
for%yourself?%
!

Workshop Components
❖ Independence in reading: practice, building volume &
stamina, conferring, book clubs, asking questions,
writing to think deeper!
❖ Notebooks: access ideas & practice skills in unit as well
as revision tools & strategies, sentence study, ﬂuency!
❖ Mini-lesson: explicit instruction, teacher modeling, text
study, reading like writers, using the process to work
towards clarity and elegance in writing
Workshop Components
❖ Independence in writing: choices about how to work:
guided practice of skill from mini-lesson, application of
learning in small groups or individually, conferences
(student/student & student/teacher), reading like a
writer, composing for a clear purpose & audience!
❖ Catch & Release: only as needed to reinforce/reteach to
correct misconceptions or to monitor progress!
❖ Debrief/share: process sharing, exit slips for formative
assessment, questions, sharing of beautiful lines
How will you become a working
community of readers & writers
in a workshop?

Encyclopedia of a Workshop Classroom
Goals for Today:
❖ Welcome new members of our cohort!!
❖ Study author’s craft moves in a mentor text for a ﬁrst
writing unit !
❖ Practice reading like a writer to ﬁnd mentor texts for
craft study (and for book talks)!
❖ Understand elements of scene writing & practice
crafting scenes (to share with students) at different
levels of complexity

Goals for Today:
❖ Confer & analyze how a writing group conference
challenges and encourages you as a writer!
❖ Analyze your process as a writer: accessing ideas,
organizing, crafting & shaping the text for an
audience!
❖ Plan for clear, speciﬁc formative assessments in both
reading and writing for your ﬁrst writing unit, for
independent reading, & for workshop procedures
–Sir Ken Robinson, Out of Our Minds: Learning to be Creative
“If public education were personalized !
to begin with, far fewer students !
would pull away from it… !
Education is personal or it is nothing. !
Personalized learning is an investment not a cost… !
the only way to raise overall standards !
is to engage the energies and imaginations !
of every student in the system. !
We already know the massive cost !
of not doing so.”

turn & talk about
what you’re thinking
–Douglas Hesse, “Imagining a Place for Creative Non-ﬁction”
“Imagination is what’s required to turn plain
reality into art and idea. Writing creative non-
ﬁction means perceiving what details are worth
telling, why they might matter, and how they
might connect.”
What will students write first?

Story is the double-overtime goal in
the Stanley Cup of writing.
–Dana Gioia, Stanford speech, 2007
“There are some truths about life that can be
expressed only as stories, or songs, or images.!
!
Art delights, instructs, consoles. It educates our
emotions. And it remembers.!
!
Art awakens, enlarges, refines, and restores our
humanity.”
–Douglas Hesse, “Imagining a Place for Creative Non-fiction”
“Teach story first to provide students with a better
map of the textual world… !
and to represent and reflect life as we make it. !
!
As writers narrate themselves into the text, they
stand plainly as readers of their worlds. !
!
For students, these kinds of texts offer clearer
views of how writers think.”

❖ abundance: it is easier to write when you
have a lot of material to draw from.
Narrative gives writers power.
❖ authority: the student knows the content better
than the teacher. Independent decision making is
required. I say, “You know this better than I do,
so you’ll have to ﬁgure that out.” Students build
conﬁdence when they make decisions.
❖ autonomy: the writer makes decisions about what
to include and what to conceal, analyzing the
effect of those choices. The combination of show
and tell is all about pace and importance—things
a writer must choose.

❖ audience: We write for ourselves ﬁrst. My
students also imagine real & important audiences
for their work and often deliver their best writing
to people they care about.
❖ transfer: Story is a fundamental element of
thought. We think in story to explain our worlds.
We use story to argue, to explain, to question,
and to better understand people and places
we’ve never been.
to$combine$elements$of$
diﬀerent$kinds$of$wri)ng—$
for$example,$to$use$
narra)ve$strategies$$
within$argument$
and$explana)on$within$
narra)ve—to$produce$
complex$and$nuanced$
wri)ng

turn & talk about
what you’re thinking

Plan for Engagement
❖ I can explain why this unit of study is important. I
understand the compelling reasons for students to
engage in the hard thinking required to master this.!
❖ I can articulate what I want students to learn and be able
to do as a result of this study. !
❖ I can articulate what all students need to know, what is
important to know, and what is nice to know in my
content.
I can explain why writing stories matters.
to Michael:!
early decision!
acceptance to
MIT
to Jesse, !
Jake, & Alyssa, who
see no purpose in !
English class
❖ Every writer will experience the electricity of
investing in writing that says something vital to
the writer.!
❖ Every writer will work on one piece over time, as
it changes shape, emerges in a new way, or
misﬁres entirely & must be recreated. Writers
should experience the energy of getting to their
best.
We need goals for process & products.

❖ Every writer will come to understand her own
process as a writer, watching writing move from
chaos to clarity. !
❖ Every writer will learn a process that works for
her and stop working against it.
We need goals for process & products.
experience
understand
analyze
imitate
create
hear$it
know$it
unpack$it
write$beside$it
own$it
moves$we$make
study craft in If I Stay
Reading like writers: writing
craft is embedded in your
independent reading (SSR today)!
Practice inquiry model for craft
study: student observations lead!
Talk deepens thinking:
practice naming & noticing craft
with a partner

Day 1: we begin with text study
Reading like writers: a short
passage from a book I am
recommending; a mentor text
for the unit—active study of
the moves writers make!
Free writing beside beautiful
words + daily revision!
Modeling writing or asking
for feedback on a draft:
teaching how to to develop an
idea from ﬁrst thinking
Day 1: possible assessments
annotations on mentor text:
what do these students know?
What did they miss?!
student talk about text: how
well do pairs work? who shares?!
NB: stamina for quick writing!
NB: understanding of revision
tools and strategies
Read Like Writers

scene elements
Step$one:$write$a$scene$which$includes$most*&of$these$
elements:$$
!
•!Voice:%the%author%is%present,%speaking%to%readers%
•!SeAng:%where%and%when%the%scene%occurs%revealed%in%details%
•!Sensory$details:%what%the%writer%sees,%hears,%smells,%tastes,%
feels—the%experience%of%the%wri0ng%
•!Dialogue:%what%is%said%&%what%is%concealed,%part%of%the%
soundtrack%of%the%story,%includes%both%internal%and%external%
dialogue%
•!The$so$what?$(Atwell)$or$WHY$of$the$story:%what%does%the%
writer%understand%or%come%to%believe%in%this%moment%and%why%
does%it%maBer?%
increasing complexity
elements:$$
!
•!Voice, SeAng,$Sensory$details,$Dialogue,$The$so$what?$or$
WHY$of$the$story
Step$two:$write$a$scene$which$includes$most*&of$the$
above$elements$from$first$person,$second$person,$and$
third$person$
!
above$elements$from$different$narrator$points$of$view,$
including$narrators$not$physically$present$in$the$scene$
(like$Death$in$The&Book&Thief)$
!
Notebook Autobiography
❖ Purpose: to get to know my
students early in the year!
❖ Purpose: to get students filling
their notebooks with photos &
their passions— so we can find
big ideas for first writing!
❖ Purpose: to get students writing
a lot as habit

Year after year, students should expect a teacher who understands and values
the role of approximation in learning. ~Katie Wood Ray
Lorem Ipsum Dolor
write scenes from photographs
elements:$$
!
dialogue%
does%it%maBer?%

Imagine a
photograph that
means a lot to you...!
who is in it?!
!
Tell the story of that
moment.
scene elements
elements:$$
!
dialogue%
does%it%maBer?%
Reread your writing and listen to it.
Where can you make it better? How?

–Ann Patchett
““Art stands on the shoulders of craft,!
which means that to get to the art you must !
master the craft.”!
turn & talk/share/think together !
in writing groups of 3-4 people
Goals for Today:
❖ Confer & analyze how a writing group conference
challenges and encourages you as a writer!
❖ Analyze your process as a writer: accessing ideas,
organizing, crafting & shaping the text for an
audience!
❖ Plan for clear, speciﬁc formative assessments in both
reading and writing for your ﬁrst writing unit, for
independent reading, & for workshop procedures

elements:$$
!
WHY$of$the$story
third$person$
!
!
3rd!
person!
narrator
3rd!
person!
narrator

now you try it…
second person (you)
or third person
(she/he)
scene elements
elements:$$
!
dialogue%
does%it%maBer?%

Carol%Fuentes%once%said,%%
“Wri0ng%is%a%struggle%against%
silence.”%In%one%sense,%
silence%is%the%last%thing%you’ll%
ﬁnd%in%most%schools;%yet%the%
silence%that%surrounds%
telling%the%truth%and%
expressing%emo0on%is%%
pervasive.%Poetry$is$one$way$
to$shaNer$this$silence..%but%
it%is%oKen%regulated%to%a%
single%week%in%the%spring.%
The%opportunity%for%kids%to%
learn%the%steady,%constant%
expression%of%what’s%true%for%
them%is%lost.%%~Georgia)Heard
a menu of instructional moves:
Reading like writers: a short passage from a book I am
recommending; a mentor text in the genre we’re
studying—active study of the moves writers make!
Free writing beside beautiful words + daily revision!
Modeling writing or asking for feedback on a draft:
teaching how to to develop an idea from ﬁrst thinking!
Sentence study & imitation: writing with intention!
Teach a strategy or skill (storyboards, annotation,
writing from information, organizing, leads etc.)
Which did we use!
today?

Now let’s see what one senior
created in her notebook.
Consider what!
this series!
of entries shows!
you about this!
writer’s!
understanding.!
!
What would you!
celebrate?!
!
Where is there a!
teaching !
possibility?

The crisp autumn air bites!
at her cheeks, stinging her!
nose as she dashes about the yard
with her older brother. The best part
of raking the leaves was the end,
when they got to jump!
in the pile of leaves gathered in the
middle of the lawn. She is three
years younger than him and he can
do no wrong, but he is almost
always annoyed by her. He doesn’t
want to play with her, so in this
small moment in the yard, when
he’s ﬁnally noticing her, she can’t
stop laughing. She runs away from
him as he throws great piles of
leaves at her direction. Mom stands
on the porch, grinning and waving
a camera. The brisk Michigan air
blows the leaves in a tornado of
twigs as she races away from him.
scene elements
elements:$$
!
dialogue%
does%it%maBer?%
elements:$$
!
WHY$of$the$story
third$person$
!
!

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Mom’s point of
view
Carol%Fuentes%once%said,%%
“Wri0ng%is%a%struggle%against%
silence.”%In%one%sense,%
silence%is%the%last%thing%you’ll%
ﬁnd%in%most%schools;%yet%the%
silence%that%surrounds%
telling%the%truth%and%
expressing%emo0on%is%%
pervasive.%Poetry$is$one$way$
to$shaNer$this$silence..%but%
it%is%oKen%regulated%to%a%
single%week%in%the%spring.%
The%opportunity%for%kids%to%
learn%the%steady,%constant%
expression%of%what’s%true%for%
them%is%lost.%%~Georgia)Heard

Catch & Release:
❖ monitor your understanding: analyze your best scene
to see which of the elements of an effective scene you
included !
❖ This will help you understand the expectations for
this writing practice.!
❖ This will help you plan for revision.
scene elements
elements:$$
!
dialogue%
does%it%maBer?%

What about grading? What about grading?
Have we gone a little grade crazy?
What’s the balance between feeding!
and weighing the pig?

STOP grading so much!!
!
!
!
!
!
It puts the emphasis on product!
instead of practice.!
!
Grading doesn’t make anyone a better writer. !
It just sorts winners from losers.!
!
Most importantly, it attempts to standardize what is
essentially, importantly, not the same: writing.
Why are we grading so much?
❖ Showing students exactly what you want them to learn
is an important part of engagement.!
❖ Helping students mind the gap between their
performance and the standard for the product they are
creating helps students move towards mastery.!
❖ So…
What’s the answer?

formative assessments
annotations on mentor text:
what do these students know?
What did they miss?!
student talk about text: how
well do pairs work? who shares?!
NB: stamina for quick writing!
NB: understanding of revision
tools and strategies!
how well did students evaluate
their work based on criteria?
Catch & Release:
❖ monitor your understanding: analyze your best scene
to see which of the elements of an effective scene you
included !
❖ This will help you understand the expectations for
this writing practice.!
❖ This will help you plan for revision.
scene elements
elements:$$
!
dialogue%
does%it%maBer?%

What will you teach next?
How will you decide?
Unit design in a workshop
is an active, living process
of aligning instruction
with the needs of your students.
~Grant Wiggins, Understanding by Design (co-author Jay McTigue)

UBD guiding questions for unit design:
❖ Determine WHAT will you teach and WHY it matters!
❖ Determine WHAT students will know, do, and
understand & then what they will CREATE to
demonstrate this understanding!
❖ Put product due dates on a calendar and plan your
instructional moves both backwards from this date as
well as DURING the unit itself to reteach/reinforce
The Art of Writing Story:
increasing skills & learning to trust the writing process of discipline & struggle
Process
Volume:"words"in,"words"out"(You"have"to"read"a"lot"to"write"well."There"is"no"substitute."Also,"the"more"you"write,"the"better"you"write.)"
What+writers+need:"time"(use"it"wisely),"choice,"response"(learning"to"set"direction"in"a"conference,"collaboration,"self?reflection)"" " "
Conditions+of+a+writing+workshop:"independence"&"deadlines,"resources,"and"respect"for"our"writing"community"" ""
How"writers"find"ideas:"Daily+notebook+writing+beside+beautiful+words+++rereading+our+writing+to+listen+to+it+&+finely+tune+it+for+clarity+and+voice."
Study+models+of+writing:"read"like"a"writer;"study"author’s"craft"moves;"emulate"the"moves"of"other"writers;"write"(&"punctuate)"with"intention" "
Study+models+of+process:"class"feedback"conferences,"multiple"drafts,"writing"groups,"analyzing"your"process"over"time" " """""""""
Imagine+readers:"analyze"your"audience;"revise"structure,"tone,"&"craft"to"engage"readers;"read"your"work"aloud"to"others,"listen"to"response" "
" " " " " " " " " " " " "
Skills
effective"voice(s),"point"of"view/multiple"narrators" " ""read"like"a"writer" " " """analysis"of"growth"in"reading"&"writing"
sensory"details"which"add"clarity"&"precision" """""""""""""""""""""""""""""""text"study"&"annotation"of"pace"""""""""""""""""""""evidence"of"proficiency"with"skills"
skillful,"fluid"dialogue"/what"is"&"isn’t"said" " """"""""""""""""story"+"‘so"what?’"resolution"in"conclusion"""""""""""""""FX:"memorization,"pacing,""
show"and"tell/when"to"show,"when"to"tell" " """"""""""""""""subtlety"&"clarity"with"language""""""""""""""""""""""""""""""""""""""""""""""""""""""""performance""
scenes"work"together"within"a"logical,"coherent"structure" ""rereading"your"work"like"a"reader,"anticipate"Qs"&"respond"
sentence"structure"is"fluid,"rhythmic" " " " ""use"of"flashbacks"in"a"smooth"progression"of"events" " " "
smooth"transitions"between"scenes" " " " ""character"development"through"experiences,"dialogue"&"reflection"
controlling"time"in"a"story:"zoom"in/zoom"past"" " """"""""""""""""developing"theme:"interpretation"&"elaboration"of"big"ideas"
" " " " " " " " " " " " "
Products
scenes/ narrative: Q1: reading ladder storyboarding ideas extended, annotated Q2: reading ladder FX:
moments fiction or memoir portfolio reflection revision unit of study narrative + digital story portfolio/class book storytelling
Time to get to work!
Process
" " " " " " " " " " " " "
Skills
" " " " " " " " " " " " "
Products
moments fiction or memoir portfolio reflection revision unit of study narrative + digital story portfolio/class book storytellingProducts$show$skills$&$strategies$learned.
teach$writers$to$
make$decisions
scaﬀold$skills$
writers$need

" " " " " " " " " " " " "
Skills
" " " " " " " " " " " " "
Products
moments fiction or memoir portfolio reflection revision unit of study narrative + digital story portfolio/class book storytelling
a menu of instructional moves
+ a collection of texts to study
= a unit of study
which increases engagement & independence
in reading & writing
Process
" " " " " " " " " " " " "
Skills
" " " " " " " " " " " " "
Products
moments fiction or memoir portfolio reflection revision unit of study narrative + digital story portfolio/class book storytellingProducts$show$skills$&$strategies$learned.
study$the$moves$
in$the$genre
read$like$a$writer:$
analyze$writer$decisions

a menu of instructional moves:
Reading like writers: a short passage from a book I am
recommending; a mentor text for the unit—active
study of the moves writers make!
Free writing beside beautiful words + daily revision!
Modeling writing or asking for feedback on a draft:
teaching how to to develop an idea from ﬁrst thinking!
Sentence study & imitation!
Teach a strategy or skill (storyboards, annotation,
writing from information, etc.)

HOW$the$
text$says$it…
Studying!
mentor!
texts!
in a comic!
book or!
Superhero!
story unit,!
grade 6

Create anchor charts
of what students notice.
grade%6

What does it mean to be engaged
in composing writing?
!
We make decisions about writing &
wrestle with those decisions—taking
risks, shifting focus, analyzing results.
There are as many quick
writing ideas as stars in the sky…
read your world like a writing
teacher.

What%do%these%covers%
say%about%American%culture?

What%do%these%covers%
NOT%say%about%American%culture?
What does this text say? What does it NOT say?
Jake,
grade 12
How quick
writing and
notebook work
leads writers to
longer pieces of
writing.

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S;i"kk ; lt;tl* eold t"t*r" on top and let settle a few minutes before
s5;Tffiil;;i*""^.r".t anessandmixit, crumpled.qnshellandai!,
;;tr;;;;;;;H't;io'; po"'ins"I' thewrtcr'1',
hitp'
'h:.s:::1* I":
either iase one is apt to have a-slighrlymuddy.but gor>dstrongDrf'
;;,fit *"v f**" on this method hrit it.can pr'duce a deliehrrscup'
'
Perc'olct;rrCoffee'Besurerhat all partsc'fthe percolutorareabsolut'
Fill
-;h;--6"rf*i'with
the correct am()untof .rcgular
grind cottee-i
tablespoonsper cuP*and pour the measuredamount ot cold wati
#;;;il;;;"i*r-,d. i"to th'ebottom'"lnsert.the brasketand percolate'
heat $*8 minutes,br..iti. t*t"ulators havethe disadvantageof not ena
to control the timing il itG h"ut s$ that somerimesoverextracrion of
tlccilrs' causingbitterness'
/ tll
COFFEE
Oarmeal Muff ns
r- iup i1 dL) milk
i egg,well L'eatctr
J rab,iesp,(rnEbutter'
, cup .t+ L) co'.'ketl
- : -' Br::;r rhernuffinP'il' tl:l'
. . 'i: r'n'l :tir the mtlk' cgl
: : -i'.';'ri:e
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l'at' '
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; ' '
'
.: '-.'' l'tn rnsertei in cel]ier'
Brarr Muffins
:preaj *'rth butter. these lrt
1 cup (J.40s) wlrrt'''
3 teaspoonshaktng1
!+ cup (50 g) sugat
i: teaspoonsalt
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. . ;*[ en 'ugh to dampcn 'tr".".'
' . -'hrrl' tull Bake for ab()rrt' r
Rerkshire Muffins
' .i :{rmt- commeal give tht'rt tiitrl'
DriDtlofee. UseZ let'clrablespoons.driperindper cllp' It'shertern'
nr,,rclhan'youneed.andpreheatingthe glr with hollllltlw0terwrlll".}t
4- v%'1,^3.
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:T 1_"T",,
violent,down.mywhoter.;ghtiige, rq/UJi
l,jl_""":l fryTffimq Tffi .s-sasruoe,
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ciffiiteiffiiit theiieat,rr" *oo"r, urt t. Shewasgtrong'
,11-"L:j':tj::gTl",Tll:_1?.rry1;u1ia; evident.r hadnoideawhatthiswas.rhe
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re. Mv whot-ewtiilifiiiic" cha?f;;;''nrnpa c.with.greying.haii
.MY €"r'i6ildfi"8E"sTa-Rfi6.
ppr,zericomesrs5$qFg'9n:lTtT over, *Kpy shoutderand,ggemp!_e-g
livingroom answeiingqu WI
I sat on the cilrl'ihin our
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Exit Slips for today
❖ At the end of the ﬁrst unit I want my students to know
and to CREATE…!
❖ Today I feel smarter about…!
❖ Now, I’m wondering…
writing next to poetry helps!
us ﬁnd our own stories…

we collect regular free!
writing in notebooks…
Colin shows his students!
how the quick write!
could lead to a series of!
scenes: a story.

Mission Possible: Empowering Readers & Writers

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