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Presented by Red Cedar Writing Project at MSU in conjunction with

Project WRITE: An MDE Title II Grant To Study Adolescent Literacy Gull Lake Writers’ Retreat June 26 - 28, 2009. Presented by Red Cedar Writing Project at MSU in conjunction with Clinton RESA, Flint Schools, Genesee ISD, Ingham ISD, Lansing Schools, and Shiawassee RESD

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Presented by Red Cedar Writing Project at MSU in conjunction with

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  1. Project WRITE:An MDE Title II GrantTo Study Adolescent LiteracyGull Lake Writers’ Retreat June 26 - 28, 2009 Presented by Red Cedar Writing Project at MSU in conjunction with Clinton RESA, Flint Schools, Genesee ISD, Ingham ISD, Lansing Schools, and Shiawassee RESD Facilitator: Liz Webb

  2. Introductions of Presenters and Project WRITE personnel • Janet Swenson: Assistant Dean of the College of Arts of Letters at MSU, director of the grant and grant writer • Liz Webb: Facilitator of Project WRITE and Red Cedar Writing Project Teacher Consultant (RCWP) • Sue Stephens: Clinton RESD/Shiawassee RESD partner and grant writer • Mary Ross: Flint Schools’ partner • Sharon Armstrong: Genesee ISD partner • Amy Kilbridge and Kathy Dewsbury White: Ingham ISD partners • Bethany Deschaine: Lansing Schools’ partner • Paul LeMahieu, Professor at UC Berkeley and National Writing Project assessment expert • Andrea Zellner: RCWP PD Coordinator,Teacher Consultant, Technology Liaison • Carol Fenn: Secretary at the MSU Writing Center • Theresa Marquez: Secretary to Janet Swenson

  3. Goals and Objectives of the Grant • Improve adolescent literacy • Build a learning community within the cohort • Utilize technology and best practices within the grant and in the classroom to move all students to excellence in literacy • Recognize and address the gender gap being documented in mid-Michigan test results • Focus on and refine assessment of student writing and the use of technology for learning • Read, utilize and possibly conduct research • Build capacity with teacher leaders

  4. Protocols • Relax!!! • Take a deep breath… • Enjoy. • Participate fully in all activities: WRITE and READ • Take care of your needs • Reflections • Pair share • Small groups • Large group discussion • Monitor Our Airtime • Entrance Slips/Exit slips • Parking Lot concerns

  5. Project WRITE Summer Extension2009 Professional Development Activities • Tier II introduction to Project WRITE: June 18, 2009 • Gull Lake Writers’ Retreat: June 26-28, 2009 • Improving Response and Assessment: July 23 (full day) July 27,28, 29 30, ½ days online; Sept19, 2009 • Summer Technology Institute: Aug 4, 5, 6,2009

  6. Gull Lake Objectives • Teachers-as Writers: Teachers produce authentic models of writing to share with students (Experience what your students experience when asked to write) • Teachers produce authentic models of writing to share with students • Focus: the QUALITY issue: Once we get students writing (using pen and paper or technology), what do we do to improve the quality of that writing? • Motivating prompts…Conference…Revise…Model • Revise…Revise…Edit…Polish…Publish • Teach these things multiple times in multiple ways

  7. Gull Lake Overview: Afternoon/Evening,June 26, 2009 • Check-in: 3-5 p.m. • Meet and Greet: Tier I and Tier II Teachers meet one another (Name Tags) • Dinner 6 – 7 p.m. • Meeting room 7:15 • Gull Lake Objectives • Hand out books: Read for tomorrow: chptr 4 and chptr 18, in Teaching the Neglected “R” • Writing Prompt: “This I Believe…” model/prompt • Share a line or two • Using the Elmo • Theoretical Base: Brian Cambourne – How we’ll use his ideas this weekend • Handouts: Writing prompts and grammar lessons by individuals • Tonight: Do some reading or writing • Tomorrow: Any takers for a Sunrise Hike and Write? • Breakfast: 7 – 8:00 a.m. • Convene in meeting room: 9 a.m.

  8. Gull Lake OverviewMorning, June 27, 2009 • Sunrise Hike and Write 6:30 a.m. • Breakfast: 7 a.m. – 8 a.m. • Peruse books, share a piece of writing with a friend, or write something new • Meeting Room 9 a.m. (Snacks in mid-morning) • Discuss chptrs 4 and 18 in Teaching the Neglected “R” • Writing Marathon: Overview -- Go!!! • Return from the Writing Marathon Read Around: 11:30 • Lunch: 12 – 1 p.m.

  9. Gull Lake OverviewAfternoon and Evening, June 27, 2009 • Meeting Room: finish the Marathon Read-around 1 p.m. • Reflection on the Marathon • Revision suggestions • Conferencing: Teach all conferencing intentionally • Sacred Writing Time to work on something you have started this weekend • Poetry Prompt • Editing mini-lesson: Weave together ideas from Weaver and Kilgallon to make the reading writing connection • Dinner: 6 – 7 p.m • Writing Prompts PW teacher: Essay starts needed (contrast comparison and cause/effect on this year’s MEAP) • Lakeside/meeting room reading of another piece of writing • Tonight: Reading Assignment: Burke’s Writing Reminders, chptr 38 • Tonight: Share a piece of writing with your roommate or new friend

  10. Gull Lake Overview:Morning, June 28, 2009 • Sunrise hike and write: (6:30 a.m.) • Breakfast: 7 – 8 a.m. • Meeting Room: 9 a.m. • Discuss Burke chapter • Discuss: Where are we on our focus – the quality issue? • Groups revisit Cambourne ideas posted on the wall • Share more prompts and mini-lessons: conference, revision, edit • Sacred Writing Time: Annotate your best piece of writing • Discuss publication: the wiki or www.lulu.com • Final read-around • Check out time: 11:00 a.m. • Lunch • Farewell

  11. Things to do if you find yourself with free time at Gull Lake • Read in one of your toolkit books or one of Liz’s • Conference something you have read with another teacher • Create a writing assignment for the opening day of school to foster community building • Write something new • Visit and dig into the resource page on the Project WRITE wiki • www.projectwritemsu.wikispaces.org/

  12. Roles as Teachers • Teachers-as-Writers • Teachers-as- Readers • Teachers-as-Collaborators • Teachers-as-Users-of-Technology • Teachers-as-Assessors of student writing and student use of technology for learning • Teachers-as-Researchers: Learn to love the hard questions • Teachers-as-Leaders

  13. Books • New book: Teaching the Neglected “R:” Rethinking Writing Instruction in Secondary Classrooms edited by Thomas Newkirk and Richard Kent • Read chptr 4, “The Writing Conference” by Terry Moher and 18, “Writers Reading Local Places” by Kim Stafford for Saturday

  14. Teachers-as-Writers • This I Believe… • Writing Marathon • Others

  15. “This I Believe…”Edward R Morrow and NPR • Models: • http://www.npr.org/templates/story/story.php?storyId=4538138

  16. Brian Cambourne’s“Conditions of Learning” • Write a Reflection on Learning. (Low Tech or save to a Word document) • Think of a time when you learned something (not necessarily school related, but it might be) • How did the learning happen? • Who else was involved? • Is this memory pleasant or painful? (either is fine) • Share a few with the large group

  17. Theoretical Base • Brian Cambourne: “Conditions of Learning” • Easel Paper: Easel Paper: Note ways to incorporate these ideas into your classroom throughout the weekend. Put up your ideas. • Immersion • Engagement • Approximations • Use • Demonstrations • High Expectations • Responsibility/Ownership • Feedback

  18. Brian Cambourne’s “Conditions of Learning” Immersion (surround with reading and writing) Demonstration (model – teacher/students/others) Expectations (high with great good humor) Responsibility (individual choice, integrity and empowerment) Use (read, write and/or use technology daily) Approximation (accept efforts while moving to correctness) Response (peer and teacher) Engagement (all motivated to participate fully

  19. Harvey Daniels, Steven Zemelman,and Arthur Hyde:Best Practice: New Standards for Teaching and Learning in America’s Schools

  20. Handouts • Sharing the best writing prompt • Sharing the best mini-lesson on grammar/usage • Pick them up

  21. Tonight • Do a bit of reading and/or writing • Share a piece of writing or an idea for teaching with your roommate

  22. Teaching the Neglected “R” • Pair Share – Large group discussion • “The Writing Conference,” by Terry Moher (chptr 4) • “Writers’ Reading Local Places,” by Kim Stafford (chptr 18)

  23. Writing Marathon • Directions handout • Enjoy! • Return by 11:30 • Read Around

  24. Conferencing/Revision Suggestions • Handouts on conferencing • PQS • Fish Bowl • Teacher conferencing

  25. Sacred Writing Time • All quiet to write • You may write elsewhere • You may conference outside the room.

  26. Teachers Share Assignments • Best Writing Prompts • Grammar

  27. Poetry Prompt • “Sometimes I get caught in a time breeze and think about when I was a child…” • Brainstorm topics quickly • Share your ideas • Write quikly in prose • Use highlighter to capture best words • Reshape into a poem • OR: “Swift Things Are Beautiful”

  28. Grammar/UsageThe best of Weaver and Kilgallon • Handouts • Parallel structure • http://owl.english.purdue.edu/owl/resource/623/01/ • Introductory adverbial phrases • http://owl.english.purdue.edu/owl/resource/607/03/

  29. Lakeside Read-around • Read a piece of writing at the lake in a small group • Use good conferencing techniques

  30. Tonight • Read Burke, chapter 38 • Share a piece of writing with your roommate

  31. Quality WritingWritten Reflection/Discussion • Where are we on the quality issue? • How will you move your students to improve the quality writing of their writing as they move onto the web 2.0 tools of the 21st century? • What holds you back? • What questions do you still have? • What can you implement?

  32. Revisit Cambourne’s Conditions for Learning • Small groups interpret what appears on the easels for the large group

  33. Final Read Around • Each teacher reads his/her best piece of writing from the weekend • Use the Elmo if wanted • Put it on your teacher page • Publishing opportunities: www.lulu.coom

  34. Exit Reflection and Survey • Reflection: • How will your role as Teacher-as-Writer enhance your teaching? • What conferencing techniques were hlepful to you? What conferencing approaches will you implement in your classroom • What revision idea helped you most as a writer?? • Survey Monkey

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