ISBN-13: 978-0-325-01331-2 ISBN-10: 0-325-01331-4

ISBN-13: 978-0-325-01331-2ISBN-10: 0-325-01331-4

w w w . h e i n e m a n n . c o m

HeinemannA division of Reed Elsevier Inc.361 Hanover StreetPortsmouth, NH 03801-3912www.heinemann.com

Offices and agents throughout the world

© 2008 by Regie Routman

All rights reserved. No part of this book may be reproduced in any form or byany electronic or mechanical means, including information storage and retrievalsystems, without permission in writing from the publisher, except by a reviewer,who may quote brief passages in a review.

ISBN-13: 978-0-325-01331-2ISBN-10: 0-325-01331-4

Writer/coordinator: JoAnne PiccoloEditor: Wendy MurrayDevelopment editor: Alan HuismanProduction editor: Patty AdamsTypesetting: Gina Poirier Design & Marland DesignCover and interior design: Lisa FowlerManufacturing: Louise Richardson

Printed in the United States of America on acid-free paper

11 10 09 08 07 VP 1 2 3 4 5

Changing Beliefs and Practices:A Conversation with a Student

RESOURCESd Interview Students About Their

Writing (blank form) 7; PDN 12–6d Katherine’s Writing in Grade 4

10; PDN 12–8

PLANNINGBefore the Session

d After watching Katherine’s inter-view, some participants may beinterested in using A Frameworkfor Teaching Writing Genres forWriting Poetry. They may be inter-ested in writing “heart poems” withtheir class. Refer them to WritingEssentials, pp. 313–314, and the accompanying DVD.

After the Session d Plan for “Celebration of Learning”

in Session 13.

d Prepare to give out certificates, oneto each teacher, for Session 13.

d Plan to showcase the work teachersaccomplished during the next ses-sion. For example, you might:

• Post samples of student writingaround the room, and then haveteachers do a “Gallery Walk.” Youmay also wish to write congratu-latory notes on sticky notes andplace them on each piece.

• Make a slide show of pictures fea-turing each teacher and the writ-ing pieces from their classrooms.

• In advance, have teachers ask stu-dents to write letters to their teach-ers about themselves as writers.During the session, teachers canread some of these reflective lettersto one another and talk about whatthey notice in the letters.

d Read and prepare to discuss theprofessional reading for the nextsession.

CHANGING BELIEFS AND PRACTICES1

AGENDA

ATAGLANCE

Engage, Reflect, Assess

Discuss Professional Reading: “Build on Best Practice and

Research” (Writing Essentials excerpt, pp. 270–276, and downloadable

from www.regieroutman.com)

View Video (17 min.)

Changing Beliefs and Practices: A Conversation with a Student

d Introducing Katherine: A Fifth-Grade Writerd From Poetry to Memoir: Writing from the Heartd Katherine Reflects

Achieve a Deeper Understanding

Try It/Apply It in the Classroom

Professional Reading for Next Session:“Make Every Minute Count” (Writing Essentialsexcerpt, pp. 281–290, and downloadable fromwww.regieroutman.com)

Transforming our Teaching through

Writing for Audience and Purpose

S E S S I O N 1 2

PDN numbers refer to pages in theProfessional Development Notebook.

Katherine

Routman_FG12_Writing.qxd 10/12/07 11:06 AM Page 1

SESSION 12 Facilitator’s Guide / Writing for Audience and Purposepage 2

The time segments listed in the agenda are geared for a 90–120-minute session.

1. Engage, Reflect, Assess (20–25 min.)

d Post or prepare a display of grade-level posters containing revisedwriting belief statements.

d Remind teachers that after the last session, they met with their grade-level teams to chart their revised writing beliefs.

d In vertical teams, ask teachers to share highlights from the discussionsthey had with their grade-level teams.

d Teams take turns sharing their new or revised beliefs with the wholegroup.

d As a big group, identify the beliefs that the staff have in common.

• Which beliefs are the same at all grade levels?

• Which beliefs might be adopted as schoolwide beliefs?

• Which beliefs need further discussion?

• Which beliefs are no longer applicable?

• After the session, make a copy of the beliefs held in common toshare with the entire staff. Perhaps, compare these to beliefs thatwere adopted at the beginning of the professional developmentprogram.

2. Discuss Professional Reading (10–15 min.)

d Invite participant teams to discuss “Build on Best Practice and Research”(Writing Essentials excerpt, pp. 270–276, and downloadable from thewebsite).

3. Set Goals (3 min.)

Share what participants may expect to take away from the session:

d Watch an interview with a fifth-grade student writer.

d Observe how effective writing instruction can affect a student’sattitude, effort, and writing skills.

d Explain what has been learned from conducting content and editingconferences with your students.

SESSION 12 AAggeennddaa

Routman_FG12_Writing.qxd 10/4/07 5:34 PM Page 2

page

CHANGING BELIEFS AND PRACTICES

3

4. Introduce the Video (2 min.)

d In your own words set up the learning demonstrated in the video clipsbased on your preview, the teaching notes, and the needs of your staff.

d Tell participants that this is an unscripted and unrehearsed interviewconducted six months after the memoir writing done by the student,Katherine, in her classroom.

d Ask participants to turn to the session Notecatcher and preview thescene headings.

5. View Video and Take Notes (17 min.)

d Ask participants to jot down on the session Notecatcher anything thatseems important.

6. Respond to the Video (10–15 min.)

d Ask participants: “What struck you about Katherine’s interview withRegie Routman? What did you learn from Katherine?”

d “How can we ensure meaningful choice, purpose, and audience in all thewriting that our students do?”

7. Achieve a Deeper Understanding (15–20 min.)

d Refer participants to the Deeper Understanding charts. Encourageparticipants to pay close attention to the self-evaluation questions.

d Encourage grade-level teams to meet prior to the next session to discussquestions suggested under the heading “Questions/Reflection for Profes-sional Conversations” included on the Deeper Understanding charts.

d Notice Katherine’s growth as a writer: word choice, conventions, etc.See her writing samples from the previous school year.

8. Try It/Apply It in the Classroom (10–15 min.)

d Ask participants to interview three or four of their students. Tell themto begin the interview by celebrating the student as a writer and thenask these questions:

• “Do you like to write?”

• “How do you use writing in your life?”

• “What are you doing well as a writer?”

• “Have you improved as a writer this year?”

• “What advice do you have for me as a teacher of writing?”

d Ask participants to reflect on these interviews, note what they havelearned about their student writers, and share these reflections withtheir team during the next session.



9. Wrap-Upd Celebrate and highlight learning.

d Ask participants for feedback on the session. (See Session Evaluations in theGetting Started Guide, pp. 49–53.)

d Post the date, time, and place of the next session.

d Ask participants to read for next session (“Make Every Minute Count”(Writing Essentials excerpt, pp. 281–290).

d Encourage vertical, grade-level, and/or partner teams to meet weekly inbetween whole group sessions to revisit the videos on the website and theDeeper Understanding charts and/or plan together and try out new learning.Suggest they can jot down their ideas and thinking on their Response Notespage for easy reference later.

d Remind participants to bring any charts, lessons, writing, or student worksamples from Try It/Apply It to the next session.


page


5

Introducing Katherine: A Fifth-Grade Writer

From Poetry to Memoir:Writing from the Heart

VIDEO SCENES LENGTH NOTES & REFLECTION

NOTECATCHERSESSION 12

4:48 min.

4:52 min.



Katherine Reflects

VIDEO SCENES LENGTH NOTES & REFLECTION

NOTECATCHERSESSION 12

7:42 min.


page


7

IInntteerrvviieeww SSttuuddeennttss AAbboouutt TThheeiirr WWrriittiinngg

Read the notes you took when you asked students the following questions:

• How do you use writing in your life?• What are you doing well as a writer?• Have you improved as a writer this year?• What do I do as a teacher that helps you as a writer?• What advice do you have for me as a teacher of writing?

Summarize students’ responses in this chart.

Students . . .

use writing in their life to . . .

are doing these things well as awriter . . .

Regie Routman in Residence: WRITING. Facilitator’s Guide © 2008 by Regie Routman (Heinemann: Portsmouth, NH).



IInntteerrvviieeww SSttuuddeennttss AAbboouutt TThheeiirr WWrriittiinngg,, cont.

have improved in these ways . . .

noted what I do well as a teacherof writing . . .



page


9

IInntteerrvviieeww SSttuuddeennttss AAbboouutt TThheeiirr WWrriittiinngg,, cont.

My next steps are:

gave me this advice as a teacherof writing . . .

As a result of these responses,




KKaatthheerriinnee’’ss WWrriittiinngg iinn GGrraaddee 44

Katherine’s draft and final of “My LovableSister.” Her teacher, Darcy Ballentine, listens and celebrates.


page


11

SESS

ION

12

: D

EE

PE

R U

ND

ER

STA

ND

ING

: C

HA

NG

ING

BE

LIE

FS A

ND

PR

AC

TIC

ES:

A C

ON

VE

RSA

TIO

N W

ITH

A S

TUD

EN

T

Ch

an

gin

g B

elie

fs a

nd

Pra

cti

ce

s: A

Co

nve

rsa

tio

n w

ith

a S

tud

en

t

DDeeee

ppeerr

UUnn

ddeerr

ssttaann

ddiinn

ggSE

SSIO

N12

Sett

ing

,No

tes,

and

Exp

licit

Tea

chi

ng P

oin

ts

Tea

che

r Se

lf-A

sse

ssm

ent

Que

stio

ns/R

efle

ctio

nsLe

arn

ing

Out

co

me

s

The

Wha

t,W

hy,a

nd H

ow o

fTea

chin

gT

hing

s to

Thi

nk A

bout

For

Prof

essi

onal

Con

vers

atio

nsW

hat S

tude

nts K

now

and

Are

Abl

e to

Do

Vide

oSC

ENES

SETT

ING

This

uns

crip

ted

and

unre

hear

sed

inte

rvie

w w

as c

ondu

cted

six

mon

ths

afte

r the

mem

oir w

ritin

g Ka

ther

ine

did

in h

er c

lass

room

.

NO

TES:

ABO

UT

KA

THER

INE

Kath

erin

e is

qui

et a

nd s

oft-s

poke

n. S

he h

as m

any

frien

ds a

nd

prid

es h

erse

lf w

ith b

eing

hon

est a

nd fa

ir to

them

. Kat

herin

e ha

s

som

e st

rugg

les

in re

adin

g an

d ha

s a

Lite

racy

Ach

ieve

men

t Pla

n.

As y

ou c

an s

ee fr

om K

athe

rine’

s pi

ece,

she

foun

d he

r voi

ce in

writ

ing.

She

has

lear

ned

to w

rite

from

her

hea

rt, a

nd th

at m

akes

her w

ritin

g po

wer

ful.

She

cont

inue

s to

wor

k on

con

vent

ions

,

whe

re s

he is

wea

kest

. She

has

mad

e gr

eat p

rogr

ess.

NO

TES

Dur

ing

my

2004

resi

denc

y, K

athe

rine

was

in th

e fo

urth

-gra

de

clas

s th

at w

rote

“he

art p

oem

s” (

see

Writ

ing

Esse

ntia

ls,pp

.

305–

315)

. Kat

herin

e’s fi

rst p

oem

was

abo

ut H

allo

wee

n an

d ge

t-

ting

cand

y, a

ver

y ty

pica

l, sa

fe to

pic

and

not t

he k

ind

of h

eartf

elt

poet

ry th

e cl

ass

had

been

wor

king

on.

Afte

r rea

ding

and

hea

ring

seve

ral m

ore

mod

els

and

liste

ning

to th

e w

ritin

g of

her

pee

rs

Kath

erin

e w

rote

a p

oem

cal

led

“My

Lova

ble

Sist

er.”

TEA

CH

ING

PO

INTS

•O

ftent

imes

writ

ing

poet

ry is

a w

ay fo

r rel

ucta

nt w

riter

s to

be

succ

essf

ul. W

ith p

oetry

, stu

dent

s ex

perie

nce:

•W

ritin

g fe

wer

wor

ds to

cre

ate

a m

eani

ngfu

l mes

sage

.

•Pl

ayin

g ar

ound

with

lang

uage

and

form

.

•W

ritin

g w

ithou

t an

emph

asis

on

mec

hani

cs.

•Ex

pres

sing

feel

ings

thro

ugh

thei

r per

sona

l voi

ce

(Con

versa

tions

, pp.

365

–366

).

The

glob

e ic

on in

dica

tes

that

the

exam

ple

is a

lso

avai

labl

e w

hen

you

visi

t ww

w.re

gier

outm

an.c

om.

•In

wha

t way

s ha

ve m

y st

uden

ts c

hang

ed

as w

riter

s?

•H

ow is

Kat

herin

e af

firm

ed a

s a

writ

er?

Intro

duci

ngKa

ther

ine:

A

Fifth

-Gra

deW

riter

(4:4

8 m

in.)

Regi

e ta

lks

to K

athe

rine

abou

t how

she

impr

esse

d ev

eryo

ne w

ith h

er p

oem

.

co

nti

nu

es



SESS

ION

12

: D

EE

PE

R U

ND

ER

STA

ND

ING

: C

HA

NG

ING

BE

LIE

FS A

ND

PR

AC

TIC

ES:

A C

ON

VE

RSA

TIO

N W

ITH

A S

TUD

EN

T

NO

TES

Kath

erin

e is

now

a g

reat

er ri

sk ta

ker,

writ

ing

for h

erse

lf, k

eepi

ng

a jo

urna

l at h

ome

(“It

got m

e cl

oser

to m

ysel

f”), u

sing

writ

ing

to

live

her l

ife, w

ritin

g ab

out h

er fa

mily

. She

is v

ery

awar

e of

her

audi

ence

, les

s co

ncer

ned

with

wha

t oth

ers

thin

k, w

illin

g to

do

the

hard

wor

k of

revi

sing

and

edi

ting.

TEA

CH

ING

PO

INTS

•En

sure

mea

ning

ful c

hoic

e, p

urpo

se, a

nd a

udie

nce

in a

ll th

ew

ritin

g yo

ur s

tude

nts

do.

•Ka

ther

ine

talk

s ab

out w

antin

g to

do

som

ethi

ng n

ice

for h

er

mot

her t

o sh

ow h

er a

ppre

ciat

ion.

Kat

herin

e ha

s w

orke

d ha

rd

on h

er c

onte

nt, w

ord

choi

ce, t

he le

ad a

nd e

ndin

g, e

ditin

g,

and

so o

n, b

ecau

se s

he c

ares

so

muc

h ab

out h

er

audi

ence

—he

r mom

—an

d he

r top

ic, w

hich

is c

lose

to h

er

hear

t.

•No

t onl

y ha

s Ka

ther

ine

writ

ten

wel

l, bu

t her

inte

nded

audi

ence

—he

r mom

—va

lues

the

writ

ing.

She

kee

ps th

e

mem

oir p

oste

d ne

xt to

her

hom

e co

mpu

ter w

here

she

wor

ks.

•Ha

ving

real

cho

ice

has

mad

e Ka

ther

ine

will

ing

to w

ork

hard

.

•En

sure

that

stu

dent

s tra

nsfe

r w

hat t

hey

have

lear

ned

abou

tw

ritin

g in

one

gen

re to

oth

er w

ritin

g ge

nres

.•

Som

e su

gges

tions

for K

athe

rine

mig

ht b

e to

hel

p he

r app

ly

wha

t she

has

lear

ned

acro

ss th

e cu

rricu

lum

(sh

e ha

sn’t

yet c

onne

cted

and

tran

sfer

red

wha

t she

kno

ws

abou

t writ

-

ing

to o

ther

gen

res)

.

•Bu

ild y

our

stud

ents

’ con

fiden

ce.

•H

elp

your

stu

dent

s to

see

thei

r stre

ngth

s.

•Ce

lebr

ate

the

writ

ing

they

do

durin

g w

ritin

g tim

e, in

oth

er

subj

ects

, and

at h

ome.

•En

cour

age

stud

ents

who

stru

ggle

with

con

vent

ions

to

cont

inue

to w

ork

on e

ditin

g an

d sp

ellin

g. (

See

Kath

erin

e’s

roug

h dr

aft.)

•G

ive

all s

tude

nts

a da

ily ti

me,

spa

ce, a

nd p

urpo

se fo

r

writ

ing.

Sett

ing

,No

tes,

and

Exp

licit

Tea

chi

ng P

oin

ts

Tea

che

r Se

lf-A

sse

ssm

ent

Que

stio

ns/R

efle

ctio

nsLe

arn

ing

Out

co

me

s

The

Wha

t,W

hy,a

nd H

ow o

fTea

chin

gT

hing

s to

Thi

nk A

bout

For

Prof

essi

onal

Con

vers

atio

nsW

hat S

tude

nts K

now

and

Are

Abl

e to

Do

Vide

oSC

ENES

•D

o m

y st

uden

ts s

ee w

ritin

g on

ly a

s a

“sch

ool t

hing

,” or

, lik

e Ka

ther

ine,

do

they

choo

se to

writ

e ou

tsid

e sc

hool

for t

heir

own

purp

oses

? H

ave

I ask

ed th

em a

bout

thei

r writ

ing

outs

ide

of s

choo

l?

•H

ow h

ave

Kath

erin

e’s s

choo

l writ

ing

expe

rienc

es im

pact

ed th

e w

ritin

g sh

e

does

in h

er li

fe?

•W

hat d

o I d

o to

mak

e su

re th

at m

y st

u-

dent

s ad

here

to h

igh

stan

dard

s in

all

of

thei

r writ

ten

wor

k in

oth

er s

ubje

cts?

•W

hich

stu

dent

s in

my

clas

sroo

m s

eem

to

lack

con

fiden

ce?

Wha

t do

they

do

wel

l?

How

will

I ce

lebr

ate

thei

r suc

cess

es?

How

will

I sc

affo

ld th

eir w

ritin

g?

•H

ow m

uch

emph

asis

do

I put

on

conv

entio

ns?

•

Wha

t are

you

doi

ng to

cel

ebra

te a

nd

affir

m s

tude

nts

and

guid

e th

em to

see

thei

r gro

wth

as

writ

ers?

•Id

entif

ies

an in

tend

ed

audi

ence

.

•An

ticip

ates

read

er’s

ques

tions

and

writ

es a

ccor

ding

ly.

•Se

lect

s de

tails

rele

vant

to th

e

topi

c to

ext

end

idea

s an

d

deve

lop

elab

orat

ion.

•W

rites

with

cle

arly

def

ined

voic

e ap

prop

riate

to a

udie

nce.

•Ex

plai

ns s

treng

ths

and

wea

k-

ness

es o

f ow

n w

ritin

g us

ing

crite

ria.

•Ev

alua

tes

own

use

of w

ritin

g

proc

ess

and

sets

goa

ls.

•Re

vise

s an

d ed

its a

s ne

eded

.

•H

ow d

o ou

r writ

ing

assi

gnm

ents

impa

ct

the

writ

ing

stud

ents

cho

ose

to d

o (o

r not

do)

in th

eir l

ives

?

•H

ow c

an w

e he

lp s

tude

nts

mea

ning

fully

conn

ect w

ritin

g w

ith th

eir l

ives

?

•H

ow c

an w

e as

teac

hers

of w

ritin

g

ensu

re m

eani

ngfu

l cho

ice,

pur

pose

, and

audi

ence

in a

lmos

t all

the

writ

ing

our

stud

ents

do?

•Th

ink

abou

t how

writ

ing

for a

n au

dien

ce

and

purp

ose

she

valu

es h

as im

pact

ed

the

qual

ity o

f Kat

herin

e’s m

emoi

r. H

ow

can

you

prov

ide

stud

ents

eno

ugh

real

choi

ce in

writ

ing

even

whe

n th

e to

pic

is

assi

gned

?

•W

hat e

xpec

tatio

ns d

o yo

u ha

ve fo

r you

r

stud

ents

’ writ

ing

in o

ther

con

tent

are

as?

•W

hat c

an y

ou d

o as

a s

choo

l to

mak

e

sure

that

stu

dent

s m

aint

ain

high

sta

n-

dard

s fo

r writ

ing

thro

ugho

ut th

e da

y?

From

Poe

tryto

Mem

oir:

Writ

ing

from

the

Hear

t

(4:5

2 m

in.)

DEE

PER

UN

DER

STA

ND

ING

:C

ha

ng

ing

Be

liefs

an

d P

rac

tic

es:

A C

onv

ers

ati

on

wit

h a

Stu

de

nt

Kath

erin

e re

ads

her

mem

oir

alou

d.

Intro

duci

ngKa

ther

ine:

A

Fifth

-Gra

deW

riter

co

ntin

ued


page


13

SESS

ION

12

: D

EE

PE

R U

ND

ER

STA

ND

ING

: C

HA

NG

ING

BE

LIE

FS A

ND

PR

AC

TIC

ES:

A C

ON

VE

RSA

TIO

N W

ITH

A S

TUD

EN

T

TEA

CH

ING

PO

INTS

Cre

ate

Cla

ssro

om

Co

nditi

ons

tha

t Pr

om

ote

Tho

ught

ful

Wri

ting

.

•As

Kat

herin

e re

com

men

ds, p

rovi

de a

qui

et, c

alm

, spa

ce

for y

our s

tude

nts

to w

rite

prod

uctiv

ely.

•As

k st

uden

ts to

sha

re th

eir w

ritin

g w

hen

it is

fini

shed

.

•Pr

ovid

e op

portu

nitie

s fo

r cho

ice

and

pers

onal

writ

ing.

Mak

e su

re th

at s

tude

nts

have

a w

ide

rang

e of

cho

ices

with

in a

pre

dete

rmin

ed, e

ngag

ing

topi

c. (

See

Writ

ing

Esse

ntia

ls, p

p. 1

77–1

78)

Sett

ing

,No

tes,

and

Exp

licit

Tea

chi

ng P

oin

ts

Tea

che

r Se

lf-A

sse

ssm

ent

Que

stio

ns/R

efle

ctio

nsLe

arn

ing

Out

co

me

s

The

Wha

t,W

hy,a

nd H

ow o

fTea

chin

gT

hing

s to

Thi

nk A

bout

For

Prof

essi

onal

Con

vers

atio

nsW

hat S

tude

nts K

now

and

Are

Abl

e to

Do

Vide

oSC

ENES

•Th

ink

abou

t ask

ing

your

ow

n st

uden

ts

for a

dvic

e ab

out h

ow to

cre

ate

an e

nvi-

ronm

ent t

hat p

rom

otes

writ

ing.

•H

ow o

ften

do I

crea

te c

hoic

e w

ithin

stru

ctur

e?

•Re

read

s te

xt a

nd c

ontin

ues

draf

ting

over

tim

e

•As

a g

rade

leve

l, br

ains

torm

topi

cs th

at

allo

w s

tude

nts

choi

ce w

ithin

stru

ctur

e.Ka

ther

ine

Refle

cts

(7:4

2 m

in.)

DEE

PER

UN

DER

STA

ND

ING

:C

ha

ng

ing

Be

liefs

an

d P

rac

tic

es:

A C

onv

ers

ati

on

wit

h a

Stu

de

nt

Regi

e as

ks K

athe

rine

to “

Talk

abo

ut s

ome

of th

eth

ings

you

did

in th

at w

ritin

g th

at y

ou k

now

wer

ew

ell d

one.

”



RESPONSENOTESSESSION 12

Engage,Reflect,Assess,

Celebrate!

RESPONSENOTESRESPONSENOTESRESPONSENOTESRESPONSENOTESSESSION 12


page


15



Celebrate!





Celebrate!


ISBN-13: 978-0-325-01331-2 ISBN-10: 0-325-01331-4

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