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Invitation By: Shel Silverstein

If you are a dreamer, come in If you are a dreamer, a wisher, a liar, A hope-er, a prayer, a magic bean buyer . . . If you’re a pretender, come sit by my fire For we have some flax-golden tales to spin. Come In! Come In!. Invitation By: Shel Silverstein. The Essential Parts Packet – S2.

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Invitation By: Shel Silverstein

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  1. If you are a dreamer, come in If you are a dreamer, a wisher, a liar, A hope-er, a prayer, a magic bean buyer . . . If you’re a pretender, come sit by my fire For we have some flax-golden tales to spin. Come In! Come In! InvitationBy: Shel Silverstein

  2. The Essential Parts Packet – S2 Writing Workshop Overview

  3. The Structure • 4 – 5 Times/Week • 45 – 60 minutes • Focus Lesson • 5-15 minutes • Work Time • 30 – 45 minutes • Sharing Time • 5 – 15 minutes Focus Lesson Sharing Time Work Time

  4. Focus Lesson (Direct Instruction) • Short instruction on one aspect of writing • Process • Craft • Conventions • Explicit Instruction • Usually in a meeting area • Establishes a writer to writer relationship

  5. Work Time • Quiet Writing Time • Everyone is writing • Students could be trying out the lesson • Music

  6. Work Time • Teacher is conferring • Students are acting as writers

  7. Share Time • Develops a Community of Writers • Provides an Audience • Develops Communication Skills • Different Kinds

  8. Observation & Experience The writing process approach requires a radically different pace than we are used to in our schools. ~Lucy Calkins (The Art of Teaching Writing)

  9. Packet – R2The writing process approach requires a radically different pace than we are used to in our schools. But time is our scarcest resource. Teachers often ask me, “How do I squeeze writing in on top of everything else?” My suggestion is simple: Don’t. Instead of shoehorning one more thing into the crowded curriculum, I suggest that we each take a good, hard look at our school day to determine what is not longer needed there. My husband & I recently moved from one Connecticut town to another, and the thing that surprised me most about the move was the amount of junk we had accumulated. We took fifteen carloads of trash to the dump. Sometimes I think that if we, as teachers, want to move on, we need to take carloads of curricula to the dump. It is only by cleaning out some old things that we can give time and space to new ones.~Lucy Calkins

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