Day by Day: Routines Cycle 1, Day 10

To see a complete list of the reflection activities and for an explanation of the program, visit my Day By Day Main Page.

Routines Cycle 1: Revving Up

Day 10: Routines for Sharing

Challenge: Consider some of the routines associated with share sessions. Choose one to focus on during upcoming writing workshops.

What works well during share time?

What would you like to change about share time?

What procedures would help your share time run more smoothly?

Day by Day: Routines Cycle 1, Day 9

To see a complete list of the reflection activities and for an explanation of the program, visit my Day By Day Main Page.

Routines Cycle 1: Revving Up

Day 9: Routines and Procedures for Guest Teachers

Challenge: Write down the procedures you have in place for writing workshop. Be sure to writing them so an outsider who has never stepped into your room before can follow this guide and lead your class in the event of your absence.

Now that you have a created a comprehensive guide to the routines of your writing workshop, how will you make your guide user-friendly and succinct so guest teachers, who don’t have a lot of time to prepare, can carry out these routines?

Will you share the guide you created with your students so they’re aware of it?

Will you ask them for input or will you rely on yourself to capture everything a guest teacher should know about the way workshop runs in your classroom?

Day by Day: Routines Cycle 1, Day 8

To see a complete list of the reflection activities and for an explanation of the program, visit my Day By Day Main Page.

Routines Cycle 1: Revving Up

Day 8: Be Honest!

Challenge: Determine your response to students who claim other people’s words or ideas as their own. Decide whether you will respond to individuals like I would, or whether there will be a blanket policy for everyone. Also consider some key lessons with regard to plagiarism.

I don’t know that plagiarism will be as big of an issue as having family members/friends “help” students complete any work at home. So far I’ve dealt with that by having students keep their writing notebooks at home, but I’m still thinking of what I should do if I start having students bring them back and forth…

What is your policy for plagiarism?

Honestly, we haven’t done enough writing that plagiarism has even been an issue.

How will you communicate the policy for academic dishonesty with your students?

When we’re working with nonfiction text, I expect to have several mini-lessons around how to turn another author’s facts and information into their own words.

What kinds of questions will you ask students who have plagiarized to learn their motivation behind the plagiarism?

Gosh, seriously?! I can’t even imagine having to deal with plagiarism! Um, I guess I’d ask them about their fears and insecurities related to writing and generating ideas?

Day by Day: Routines Cycle 1, Day 7

To see a complete list of the reflection activities and for an explanation of the program, visit my Day By Day Main Page.

Routines Cycle 1: Revving Up

Day 7: Plan Boxes

“A goal without a plan is just a wish.” ~Antoine de Saint-Exupery

Challenge: Set aside time to instruct your students about the importance of reaching their writing goals through careful planning. Guide them through the planning process by first having them think about how they’ll use their independent writing time. Next, have them tell their writing partner what they’ll do first, second, and third (if they finish early). Finally, have your students write down their plan in their notebook and show it to you before they leave the meeting area.

This quote has stuck with me ever since I first started typing the reflection parts of these posts during the summer. Because we’re now an AVID school, there have been many conversations about setting goals and putting a plan in place to achieve those goals. So I’m really excited to implement having a plan at a micro level in students’ writing notebooks. Heck, I’m sure I could benefit from one too!

Did any of your students take more than three minutes to craft a plan for their independent writing time? How will you support them in planning more quickly going forward?

Zoinks, I imagine some of them will. I’ll support them by crafting sample plans they can use.

Were any of your students not adhering to their plans?

I’m pretty sure I will have one barometer kid who will not adhere to his plan on a fairly regular basis, so I’ll work with him individually. I imagine some of my students will set too broad or too lofty goals.

How did you get them back on track?

I will encourage them to set two easier, attainable goals, but still keep one of their larger goals.

How will you get them to stay on track with their plan during the next writing workshop without a reminder from you?

I’ll have them articulate their plan to me before they write it down and begin so the plan is fresh in their mind.

Day by Day: Routines Cycle 1, Day 6

To see a complete list of the reflection activities and for an explanation of the program, visit my Day By Day Main Page.

Routines Cycle 1: Revving Up

Day 6: Meeting Areas are for Everyone

Challenge: Consider the effectiveness of your meeting area. Make changes to help you become more efficient during mini-lessons. If you have never developed a meeting area, make plans about how to include this essential part of writing workshop.

What do you like best about your meeting area?

What would you like to see improved about your meeting area?

How do you think the changes you’re planning to make will enhance student learning?

Day by Day: Routines Cycle 1, Day 5

To see a complete list of the reflection activities and for an explanation of the program, visit my Day By Day Main Page.

Routines Cycle 1: Revving Up

Day 5: Communal Supplies

Challenge: Plan a classroom walk-through for your students that will support their independence with regard to knowing where materials are and how to access them.

What did your students learn about the way to access materials for writing workshop during the classroom tour?

How will you restock supplies when they run low? Will you have a student notify you or will you enlist your students’ assistance to replenish supplies?

What’s your plan if you notice your students aren’t properly caring for communal supplies?

Day by Day Main Post

This year, I’ll be studying writing workshop and reflecting on my practice using Day by Day, by Ruth Ayres and Stacey Shubitz. From this page, you should be able to access my posts for each chapter and each cycle.

I went one cycle at a time, so please note that all chapter 1 cycles won’t be complete, for example, until close to the end of the year. Please join me, and comment as you see fit!

Chapter 1: Routines

  • Cycle 1: Revving Up (August 29 – September 9)
  • Cycle 2: Writer’s Notebooks (November 21 – December 2)
  • Cycle 3: Publishing Celebrations (February 27 – March 9)

Chapter 2: Mini-Lessons

  • Cycle 1: Meaningful Mini-Lessons (September 12 – September 23)
  • Cycle 2: Teaching Conventions in Mini-Lessons (December 5 – December 16)
  • Cycle 3: Making Our Teaching Stick (March 12 – March 23)

Chapter 3: Choice

  • Cycle 1: Physical Choices (September 26 – October 7)
  • Cycle 2: Moving Toward Independence (January 2 – January 13)
  • Cycle 3: Living the Life of a Writer (March 26 – April 13, no posts during Spring Break)

Chapter 4: Mentors

  • Cycle 1: Students as Mentors (October 10 – October 21)
  • Cycle 2: Teachers as Mentors (January 16 – January 27)
  • Cycle 3: Published Authors as Mentors (April 16 – April 27)

Chapter 5: Conferring

  • Cycle 1: Conferring Basics (October 24 – November 4)
  • Cycle 2: Peer Conferring (January 20 – February 10)
  • Cycle 3: Lifting the Level of our Conferences (April 30 – May 11)

Chapter 6: Assessment

  • Cycle 1: Formative Assessment (November 7 – November 18)
  • Cycle 2: Summative Assessment (February 13 – February 24)
  • Cycle 3: Standardized Tests (May 14 – May 25)