I am interested in presenting on the Monday of MRA, per information shared by Lisa Rivard.

Grades 1-2 Reading Units Workshop

Attendees will get a full overview of what Reader's Workshop is, the philosophy behind it, and how to access and use the units in a collaborative, interactive setting. They will leave with a solid understanding of how to implement the MAISA Reading Units. Even the teacher with no experience with these units will leave feeling comfortable launching in the fall.

Learning Targets:
I can use workshop routines to develop a culture of learning in my classroom.
I understand the architecture of a mini-lesson and can use it to accelerate student learning.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.
I understand the role of interactive read alouds and shared reading to support student learning.
I understand the role of conferring and strategy groups in driving instruction and providing feedback
I can use reading assessment to inform the next steps of reading instruction.

Sample anchor charts
Sample student work/reading logs/sticky notes from partner share
Model lessons on video
Student examples on video (e.g. partner share, conferring)
Examples of mentor texts

My co-facilitator isn't here today. I'm sure we will know more on Dec. 3rd.

Megan Perreault, Bre Babinec

In this session, participants will learn the advantages of using close reading strategies to build deeper student interaction with text. This hands-on workshop will allow participants to learn, practice and develop multiple close reading activities that can be taken back and used effectively with students. Time will be provided for reflection and planning in addition to learning the research based strategies.

I can specify the level of depth needed for students to make logical inferences and cite text evidence to support conclusions drawn from text.

I can develop lessons and activities that allow students to interact with text in order to analyze development of characters and summarize key ideas and details.

I can analyze a text on multiple levels in order to help students synthesize the moves an author makes to communicate the overall message conveyed to the reader.

Conferring notes, anecdotal evidence from reading interactions, Data from reading assessments (beginning, middle and end of year)

Review 3-day overview of session created on 10/15
Finish any day 1 planning that still needs to occur
Work on planning days 2 & 3

Megan Perreault (megan.perreault@orchardview.org)
Bre Babinec (bbabinec@oakridgeschools.org)

3-4 Writing Units Workshop

Overwhelmed by Writer's Workshop? Not sure where to start? Join us for three days of digging deeply into how to use MAISA units to cultivate a community of writers!

I can use workshop routines to cultivate a community of motivated writers in my classroom.

I can mini-lessons to accelerate student learning.

I understand the importance of independent practice and can provide guidance for it in my classroom.

I can use the MAISA Model Units to plan my instruction.

I understand the role of mentor texts and modeled writing to support student learning.

I can use student work, assessment, and the workshop model to inform the next steps of instruction. I can modify my instruction for individual students, small groups, and my whole class.

I understand how integrate grammar instruction into the MAISA lessons.

I feel comfortable utilizing MAISA units and Writer's Workshop to teach writers.

Sample student and/or teacher work
Mentor texts
Rubrics
Conferencing materials
Sample schedules
Parent Communication
Any other teacher-created resources

Day 1: Introduction to the MiELA Conference
Introduction to Writer's Workshop
Specifics of Writer's Workshop
--- Launching Writer's Workshop
--- Crafting Mini-Lessons
--- Independent Practice
--- Conferring with Writers
Day 2: Using MAISA Units and Lessons in Writer's Workshop (repeat on day 3)
--- Introduction to the structure of MAISA units / lessons
--- Unit walkthrough guidelines
--- Grade Level breakout
--- Shareouts

Jianna Taylor and Cory Snider

This 3 day series, aimed at the art of research and writing, is not only for ELA teachers, but all content areas. The CCSS expect students to actively pursue multiple research projects throughout the year covering various topics, which lend themselves to being cross-curricular. Participants will receive and share ideas on key skills of research, increasing student independence during research, and tech tools for presenting research and writing skills using the MAISA units.

I understand the reciprocity of reading and writing as they support literacy growth and critical thinking.

I can understand the three different organizational structures used in research writing and can implement them in my classroom.

I can use mentor texts to show students proper research ethics and reading strategies.

I can organize and synthesize my research to produce my own informational product.

I can use the unit progressions and teaching points to guide what my students know and need to know.

As we go through the informational reading and writing unit, argument paragraph, and writing the argument we will collect student artifacts about research from the MAISA units. We will also use the suggested resources listed in each main unit overview. This will guide our planning for the sessions. Finally, PD modules created by Oakland Schools will be referenced.

Planning for days 1-3 on December 3

7-8 focus on writing but pull in reading

Jessica Unger and Heather Hasty

Are you just getting started with the MAISA units and/or the Workshop Model of teaching? Join us as we make teaching and learning tangible within the Workshop Model. We will primarily focus on the MAISA writing units and teaching and assessing writing as a process across the 7th and 8th grades.

We will use the 2014 targets but emphasize the writing.

Student data (mastery tests Heather uses, grading narratives)
Student samples throughout the units and summative assessments
Writer's notebooks
Assessments, modified rubrics
Lesson plans
Mentor texts

Decide how to blend and use PD modules from 2013 and 2014
Chunk the units and decide highlights to hit and when over our 3-days
Decide where our artifacts best fit

Larinda Olds and Beth Stenzel

Learn what integrated reading and writing workshop looks like in a kindergarten classroom. Be prepared for hands-on, active engagement as we cover topics from routines to mini-lessons to assessments.

I understand the reciprocity of reading and writing as they support literacy growth and critical thinking.
I can use workshop routines to develop a culture of learning in my classroom.
I understand the architecture of a mini-lesson and can use it to accelerate student learning in both reading and writing.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.
I understand the role of interactive read alouds, shared reading, mentor texts, and modeled writing as supports for student learning.
I understand the role of discourse to support student engagement and depth of thinking.
I can use assessment of reading and writing to inform the next steps of instruction for individual students, small groups, and my whole class.

charts, work samples, videos, recordings, assessments, mentor texts

unpacking the units
how the units work together
balanced literacy approach
components of a successful reading and writing centered classroom

Larinda Olds, oldsl@wayland.k12.mi.us, I'm willing to present any content, I've done a wide variety of work with MAISA reading and writng at diffeent grade levels.

Reading/Writing Integrated Units

This stand is offered for teachers who have some experience with either the MAISA units or using a workshop model in their classrooms. We will focus on incorporating reading in a workshop setting and integrating reading and writing units.

I understand the reciprocity of reading and writing as they support literacy growth and critical thinking.
I can use workshop routines to develop a culture of learning in my classroom.
I understand the architecture of a mini-lesson and can use it to accelerate student learning in both reading and writing.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.
I understand the role of interactive read alouds, shared reading, mentor texts, and modeled writing as supports for student learning.
I understand the role of discourse to support student engagement and depth of thinking.
I can use assessment of reading and writing to inform the next steps of instruction for individual students, small groups, and my whole class.

I plan to focus specifically on argument and informational reading this year---how reading independently might be incorporated into those writing units at a deeper level than just using as mentor texts. I will collect teaching samples of interactive read alouds and texts that could be used as independent reading in non-fiction. I will collect student samples of reading.writing notebooks and conferring notes from independent reading sessions.

TBD when convenient with Paula

1) Establish a common ground by reviewing the workshop model through the lens of reading
2) Use of interactive read-alouds to model reading strategies
3) Alignment/connection of teaching points between reading and writing units (reading like a writer/writing like a reader)
4) Developing a menu of optional styles to integrate reading and writing

Kacey Corcora, Michelle Greenop, Lynne Lesky

The Art of Argument will enable teachers to successfully implement strategic elements of argumentation within their own classrooms. This session will review Common Core curriculum and include student artifacts. Participants will also be given some time to contemplate and plan for their own adaptation and implementation within their classrooms.

I understand the architecture of a mini-lesson and can use it to accelerate student learning.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Argumentative Unit documents to plan my instruction.
I can teach my students how to effectively implement the key pieces of argumentation into their own writing.
I understand the

Student samples of formative and summative assessment
Lessons designed for the session

Planning the timing for the days, continuing presentation and activities, knowing what handouts are needed....

Michelle Greenop - MichGree@hpsvikings.org - Argument 9-12 and/or implementing the MAISA units into your own high school classroom.

1/2 Writing Foundational Path

Cynthia Stacy Jamie Kraatz

One Stop Collaborative Stop for Getting Started with Maisa Writing Units

I can use workshop routines to develop a culture of learning in my classroom.
I understand the architecture of a mini-lesson and can use it to accelerate student learning.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.

Creating plan of attack for the three day presentation


(Please note that Jamie Kraatz was not present so this may change once we have a chance to collaborate :-)

Grades 5-8 Raising the Bar Through Grammar Revision and the Editing process

LeeAnn Moore and Jaynie Manier

Have you been wondering where the Language Standards are mysteriously hiding? Look no more! This is NOT your Grandma's Grammar. Our session will focus on embedding grammar into our existing MAISA Writing Units through the exploration of additional mini-lessons to raise the bar of your students' writing.

I can articulate the Language Standards that are required of my students.

I can adapt, for my own district, the Grammar Curriculum Calendar, which supports the MAISA Writing Units.

I can embed the Grammar Lessons within the MAISA Writing Units to raise the quality of student writing.

Students artifacts for the following grammar mini lessons:

Shifts in verb tense: L.5.1d; L.6.1c; L.7.1a; L.8.1a
Sentence types: L.4.1f; L.6.1e; L.7.1b
Comma usage: L.5.2b; L.6.2a; L.7.2a; L.8.2a (5th grade mini lesson)
Sentence Revision: L.5.3a; L.6.3a; L.7.3a; L.8.3a

December 3 in Big Rapids

Debrief of grammar work from November training. How does this apply to our work at MAISA?

Share progress of collection of artifacts.

Begin planning of days.

Michelle Renna, Alana Kooi, Jacquelyn Ball

Sick of middle schoolers lame debates? Tired of searching endlessly for resources to support your units? “The Art of Argument” will provide you with the tools and resources to have your students engaged in argument writing all year long.

I can understand Common Core argument standards and how the maisa units support their progression.
I can teach students to trace and evaluate argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (RI.7.8)
I can guide my students to write arguments to support claims with clear reasons and relevant evidence (W.1)
I can help students to draw evidence from literary or informational texts to support analysis, reflection and research (W.9)
I can explore how to tackle argument writing with a multitude of resources. (not just maisa)
I can teach my students to read critically so they can use that thinking to support in their argument.
I can teach my students to revise and edit their writing.
I can understand ways to integrate technology into argument units.

Artifacts:
-mentor texts that we use with argument writing
Student work samples
Our writer’s notebooks
non-maisa resources
videos of visual paragraphs, video of minilesson, videos of conferring
anchor charts
conferring notes
coldwrite
minirubrics, buildingwide rubrics, other assessment tools
copies of filled in assessments, etc
tech integration
PDFs online of stories
Teacher’s College website
collections of story stories

Dec 3-locally in West Michigan

Begin creating resources.
Decide on fancy closing.

Michelle, Alana and Jackie are all interested in presenting on "The Art of Argument."

5-8
Conferring and assessment

Are you looking for some new ideas to help you confer and assess your students reading and writing? In this session you will gain/develop essential understandings on how to utilize conferences and assessments as well as additional resources to support all students.
Real teachers from real classrooms providing real experiences.

I can use reading and writing assessments to guide the next step of instruction.
I can learn strategies to engage effectively and collaboratively with my students through conferring.
I can develop routines and establish a culture of collaboration, while managing and supporting the "rest of the class" successfully.

Conferring records
Confer app
Video of live student conferences
Student samples
Record keeping
Assessment examples

Create the presentation for the the three days now that we have learning targets and an outline.

Possibly with Deb VanDuinen. We would focus on conferring if our district would release us.

Grades 1-4

Raising the Bar: Revision, Editing-Conventions

Have you been wondering where the Language Standards are mysteriously hiding? Look no more! This is NOT your Grandma's Grammar. Our session will focus on embedding grammar into our existing MAISA Writing Units through the exploration of additional mini-lessons to raise the bar of your students' writing.

I can articulate the Language Standards that are required of my students.

I understand how the Grammar Curriculum Calendar supports the MAISA Writing Units.

I understand how the Grammar Lessons can be embedded within the MAISA Writing Units to raise the quality of student writing.

I can communicate to students how powerful their writing can be through grammar revision and the editing process.

**Student Writing Exemplars through the Various Stages

**Anchor charts and other resources to enhance revision, editing, and conventions

**Writing Teaching Points

12/5/14 Due to conferences

Our focus will include sharing the work of the Grammar Curriculum Calendars, Grammar Glossaries, Grammar Mini-Lessons, and the power revision/editing to lift student writing.

Writing Workshop 5th-6th Grade

Trudging through Personal Narratives, Literary Essays, and Informational Writing with and without Technology. Two teachers facing the challenges of instilling the love of writing in the Common Core Era.

I can statements…
Fifth Grade
I can write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences (5.W.3)

I can use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations (5.W.3b).

I can use a variety of transitional words , phrases, and clauses to manage the sequence of events (5.W.3c).

I can use concrete words and phrases and sensory details to convey experiences and events precisely (5.W.3d).

I can provide a conclusion that follows from the narrated experiences or events (5.W.3e).

I can produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (5.W.4).

I can with guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (5.W.5).

6th Grade

I can write narrative to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (6.W.3)

I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (6.W.4)

I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (6.W.5)

I can use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.(5.W.6) (6.W.6)

I can write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (6.W.10)


Literary Essay/Informational Writing
5th
I can provide logically ordered reasons that are supported by facts and details (5.W.1b).

I can link reasons using words, phrases, and clauses (e.g., consequently, specifically) (5.W.1c).

I can write informative/explanatory texts to examine a topic and convey ideas and information clearly (5.W.2).

I can introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting/headings, illustrations, and multimedia when useful to aiding comprehension (5.W.2a).

I can use precise language and domain-specific vocabulary to inform about or explain the topic (5.W.2d).

I can provide a concluding statement or section related to the information or explanation presented.

6th

I can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (6.W.1)

I can produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (6.W.4)

I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (6.W.5)

I can use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. (6.W.6)

I can draw evidence from literary or informational texts to support analysis, reflection, and research. (6.W.9)

I can write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (6.W.10)

As I continue to implement these units, I will gather materials to share with my group. Some materials I have already this year and plan to bring are: iPads, student examples of notebooks, anchor charts, student writing samples, blogging, heart maps, timelines, and tree maps.

Personal Narrative, Literary Essay, and Informational Writing

Conferring and Assessment 1-4

Noncy Fields, Jodie Viviano, Terri Fortmeyer, and Meggin Verduzco

Fill your C.A.R.T. - Conferring & Assessing, Real Talk
Develop essential understandings for conducting effective conferences and assessing readers and writers in your classroom. This session covers conferring strategies, record keeping and multiple assessment tools while linking conferences and assessments to the CCSS. This is a "shopping spree" of resources - real teachers . . . real classrooms!

1. I can learn strategies to engage effectively and collaboratively with students through conferring.

2. I can use reading and writing assessments to guide the next step of instruction.

3. I can develop routines and establish a culture of collaboration, while managing and supporting the "rest of the class" successfully.

Conferring records
Video of live conferring from classrooms
Confer app
Record keeping material
Assessment examples
Exemplar writing samples

Conferring
Why?
How to talk about reading and writing
Structure of a conference
Levels of support
Conferences with different purposes
How to manage the rest of the class
Goal setting and reflection
Connecting to the standards
Assessments
On demand
Authentic
Frequency and purpose of assessment
Tools
Student created learning targets from mini lessons

Yes . We are all interested!

Advanced Path: Special Populations [Special Education, Title I, ELL, Struggling Learners]

Natalie Kuczajda, Cheryl Wright, Jan Sabin

How do we empower our struggling writers? This interactive session embraces the Universal Design for Learning framework along with widely available technology to provide accommodations, modifications, and interventions for all learners.

I can use technology as a tool for UDL to assist my struggling learners in the MAISA writing curriculum.

I can provide the appropriate accommodations for my struggling learners to develop as writers across genres.

I can use modified assessments and rubrics for the purpose guiding my accommodated instruction.

Student work via Google Drive
Modified assessments/rubrics
Photos/Videos of lessons taught with technology
Kid created media [ShowMe app, bContext app, QuickVoice app]

Are our learning targets focused enough?
How can Jan contribute to artifacts?
We have established broad categories for our presentation. We need to specify how in depth we are going to go into the categories.
What unit would be most universal for grades 1-8?

Natalie Kuczajda - KuczajdaN@ccabr.org
Cheryl Wright - WrightC@ccabr.org
[Jan Sabin - JaSabin@gmail.com]

Content Presented:
Overview of engaging struggling or resistant writers in the writing process.

Sarah Loop, Allison Jordan, Elizabeth Gates

​{A work in progress...not ready for publication yet}
​Participants will be immersed in the process of research. They will leave with a clear picture of how to support and enable their students in the development of an authentic research project.​​Teachers will gain practical ideas on how to create inquiry-based research with their own students utilizing the skills of close reading, summarization, and synthesis. Research can lead to a variety of project options that will be shared with participants.

Student research projects, student work through out the informational reading unit, and resources we create for the units.

Reading Units Workshop 3-4

Dabney Dusenbery and Jill McMahon

We will create a community for shared learning and conversations around the new and original MAISA Reading Workshop Units. This interactive workshop is targeted to include those who are new to the Reading Units and also to those veterans who are transitioning into the new units.

Essential Question: How does the Model ELA MAISA curriculum support student-centered reading instruction, independence, differentiation, and critical thinking?

Learning Targets:
I can use workshop routines to develop a culture of learning in my classroom that align with the ELA CCSS.
I understand the architecture of a mini-lesson and can use it to accelerate student learning.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.
I understand the role of the Interactive Read Aloud (IRA) and shared reading to support student learning.
I can use formative and summative reading assessment to inform the next steps of reading instruction.

Video clips of students having conversations about reading/skills and strategies
Mini Lesson video clips
Student Reading Notebooks
Reading Journals/Response Logs
Conferencing Formats and examples
Assessment tools
Mentor Texts
Anchor Charts
Jot Lot
"I Can" learning target statements

Cedar Springs LIbrary on December 5th.

Planning for specific learning targets, who will do what, which items to emphasize.

We filled this out and submitted it when we were there for the first day of training.

Art of Argument

Jacquelyn Ball, Michele Renna, and Alana?

Please see the other one. We came up with a good description for our session.

Posters we use to teach the unit.
Common formative assessments, pre/post test
Student examples

It is my PGP, so my teaching will benefit from all that I put into the unit and planning for the summer teaching.

Yes - Jacquelyn Ball with Michele Renna and Alana

We could do the unit we are teaching or Michelle and I could do Technology with the units of study.

Lori Doriot and Jennifer Schultz

Learn what integrated reading workshop looks like in a kindergarten classroom. Be prepared for hands-on, active engagement as we cover topics from daily routines to mini-lessons to assessments.

Learning Targets:
I can use workshop routines to develop a culture of learning in my classroom.
I understand the structure of a mini-lesson and can use it to accelerate student learning.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.
I understand the role of interactive read alouds and shared reading to support student learning.
I can use reading assessment to inform the next steps of reading instruction for individual students, small groups and my whole class.

Anchor charts, mentor texts, assessments, videos, photos, conferring notes, book shopping lists, MAISA units, websites

We will be defining our outcomes for our 3 days of presenting. We will identify our Learning Target and begin to plan out duties. We will create a list of needs materials and resources. We will plan our next steps.

Dynamic, interactive writing introduction to Second Grade MAISA Writer's Workshop Units.

Writing Strand

Essential Question: How does the Model ELA MAISA curriculum support student-centered writing instruction, independence, differentiation, and critical thinking?


Learning Targets:

•I can use workshop routines to develop a culture of learning in my classroom.


•I understand the architecture of a mini-lesson and can use it to accelerate student learning.


•I understand the role of student independent practice and provide for it in my classroom structure.


•I can use the MAISA Model Unit documents to plan my instruction.


•I understand the role of mentor texts and modeled writing to support student learning.


•I can use student work, assessment, and the workshop model to inform the next steps of instruction. I can then modify my instruction for individual students, small groups, and my whole class.

Student videos, examples of student writing, Workshop videos, photos

-Walk through of the existing powerpoint, incorporating the 10 to 2

Ben Talsma & Jaynie Manier

This course provides an overview of how to use the MAISA writing units with fourth and fifth graders. Participants will learn how to use the Writer's Workshop format confidently and effectively to cultivate proficient and passionate writers. Participants will also explore grammar, vocabulary, and spelling instruction, as well as options for assessment that prepares your students for Common Core and state assessments. Reserve your spot today!

I can use the Writer’s Workshop format confidently and effectively to teach my students using the MAISA Writing Units.

I can select and design mini-lessons that promote student growth.

I can structure independent student practice effectively.

I can confer with students in a fashion that addresses their individual needs.

I can celebrate student writing and cultivate passionate writers.

I can use the MAISA writing units as a tool to help my students become better writers.

I can use assessment to inform the next steps of instruction.

I can address all writing-related topics (spelling, grammar, vocabulary, etc.) within the context of the MAISA writing units.

Videotaped mini-lessons and conferences.

Extensive student writing samples.

Anchor charts.

Mentor texts lists.

Slides design, materials collections / creation, review and revise agenda as needed.

Close Reading 3-8 and Assessment in Reading 3-8

Bre Babinec, Megan Perreault

Close Reading:
In this session, participants will learn the advantages of using close reading strategies to build deeper student interaction with text. This hands-on workshop will allow participants to learn, practice, and develop multiple close reading activities that can be taken back and used effectively with students. Time will be provided for reflection and planning in addition to learning the research based strategies.

Close Reading:
I can specify the level of depth needed for students to make logical inferences and cite text evidence to support conclusions drawn about text.

I can develop lessons and activities that allow students to interact with text in order to analyze development of characters and summarize key ideas and details.

I can analyze a text on multiple levels in order to help students synthesize the moves an author makes to communicate the oerall message conveyed to the reader.

Student notebooks from Notice and Note strategies, anchor charts created for text analysis, professional and trade texts from our classroom, rubrics used to measure student growth

December 1st in Muskegon

Develop Assessment strand

6-8 Integrated Reading/Writing and Matching Units with the PSAT

Jianna Taylor and Cory Snider

As a participant, you will be immersed in a reading/writing workshop model, while learning engaging ways to integrate the reading/writing MAISA units. You will walk away with strategies to weave the units together in an authentic way, while also learning how this work will help your students with skills needed for the PSAT/SAT.

I understand the reciprocity of reading and writing as they support literacy growth and critical thinking.
I can use workshop routines to develop a culture of learning in my classroom.
I understand the architecture of a mini-lesson and can use it to accelerate student learning in both reading and writing.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.
I understand the role of interactive read alouds, shared reading, mentor texts, and modeled writing as supports for student learning.
I understand the role of discourse to support student engagement and depth of thinking.
I can use assessment of reading and writing to inform the next steps of instruction for individual students, small groups, and my whole class.
I can use a variety of strategies to support reading, writing, and vocabulary instruction.
I can understand how the MAISA units support skills needed for the PSAT/SAT

student work samples, rubrics, reader's and writer's notebooks, lesson plan ideas, video of us teaching lessons, books by authors of high interest

planning the 3 days, making sure our sessions line up with the learning targets

Assessment in Reading 3-8

Bre Babinec, Megan Perreault

Are you looking for authentic assessment within instruction for your readers? This session will focus on meaningful formative and interim assessments to help you know your students' strengths and weaknesses and use this to guide your instruction in order to elevate the reading ability of your students.

I can create a balanced assessment system aligned to current standards that effectively monitors and measures the reading growth in students.

I can access multiple measures to determine my students' current reading strengths and needed next steps.

Formative assessment tools and strategies used during reading instruction including rubrics, conferring notebooks, etc.

December 1st in Muskegon

High School Integrated Reading and Writing

Allison Jordan and Amanda Klida

This session will provide an opportunity for teachers to see the workshop model at the high school level. Participants will learn to build a writing community, to utilize the writer's notebook, and to adapt their classroom to enhance workshop. The MAISA units of Narrative, Informational and Argument reading and writing will provide the structure for the sessions. Facilitators will give participants an overview of these units to help them begin their journey in teaching the MAISA Curriculum.

I understand the reciprocity of reading and writing as they support literacy growth and critical thinking.
I can use workshop routines to develop a culture of learning in my classroom.
I understand the architecture of a mini-lesson and can use it to accelerate student learning in both reading and writing.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.
I understand the role of interactive read alouds, shared reading, mentor texts, and modeled writing as supports for student learning.
I understand the role of discourse to support student engagement and depth of thinking.
I can use assessment of reading and writing to inform the next steps of instruction for individual students, small groups, and my whole class.

Anchor Charts
Books that are good for students (Mentor and reading)
Teacher texts for information
Student models/products
Writer's Notebooks
**Technology based materials**

Planning the day to day schedule for our sessions, including who is doing what, preparing the reflection activities for our participants.

Katrina Brown / Briana Schmandt

Inspire the LOVE of reading by helping kids become avid, engaged, skilled life long readers through a readers workshop approach. Learn about purposeful and meaningful strategies of proficient reading. Move children forward in their reading development through direct explicit assessment based instruction. The only prerequisite for our exciting session is to come with an open mind to learn, share, and collaborate with fellow colleagues.

Learning Targets:
I can use workshop routines to develop a culture of learning in my classroom.
I understand the architecture of a mini-lesson and can use it to accelerate student learning.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.
I understand the role of interactive read alouds and shared reading to support student learning.
I can use reading assessment to inform the next steps of reading instruction.

leveled books; anchor charts; organizational system; student work; assessments; handouts; artifacts; videos

December 1, here at Ithaca

Learning targets and honing our presentation

Grade 2 Reading/Integrated

In this session, participants will learn the basics of how to launch a reading workshop in their classrooms along with some tips on how to integrate the writing units into their daily schedule. Participants will have a hands on experience working with and teaching some of the lessons from units 1 & 3. In addition they will have time to plan for, trouble shoot, and develop formative assessments for the upcoming school year. Participants should have some knowledge of the MAISA reading and writing units, but not necessarily taught them.

I can use workshop routines to develop a culture of learning in my classroom.
I understand the architecture of a mini-lesson and can use it to accelerate student learning.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.
I understand the role of mentor texts and modeled writing to support student learning.
I can use student work, self and formative assessment, and the workshop model to inform the next steps of instruction. I can then modify my instruction for individual students, small groups, and my whole class.

Student work samples
Our own lesson plans with notes and reflections
Anchor charts from previous lessons
Pictures, videos, formative assessment samples
Student writing self-assessment samples
Book recommendations

Our focus will be on adding slides for the writing component of our presentation. We would also like to come up with more interactive activities for our participants to do rather than just sitting and watching us present. We also want to come up with a portion of our session devoted to the Ning, (e.g. how can we make it so that our participants will go back to it and share throughout the year?)

Kindergarten Reading 2016

Jennifer Schultz and Lori Doriot

Learn what integrated reading workshop looks like in a Kindergarten classroom. Be prepared for hands-on, active engagement as we cover topics including: daily routines, reading tool kits, anchor charts, conferring and assessments. Come learn with us!

I can use workshop routines to develop a culture of learning in my classroom.

I understand the structure of a mini-lesson and can use it to improve student learning.

I can use the MAISA Model Unit documents to plan my reading instruction.

I understand the role of interactive read alouds and shared reading to support student learning.

I can use reading assessments to inform the next steps of reading instruction for individual students, small groups and my whole class.

I can create and effectively use Reading Tool Kits to help students grow as readers.

I can create and effectively use anchor charts to improve student learning,

Pictures of student work
Videos of lessons
Anchor Charts
Mentor texts used in our lessons
Conferring Notes
Reading Tool Kit components
Student artifacts

Complete Planning Template
Begin work on our PowerPoint Presentation

1-5 Reading and Writing Conferring

Terri Fortmeyer and Jill McMahon

Conferring is the "heart" of reading and writing workshop!
It informs and guides instruction, it monitors student growth, and provides timely feedback. "Conferences aren't the icing on the cake, they ARE the cake." -Carl Anderson

(Note: please italicize the quote when publishing! Thank you.)

*I can learn strategies to engage effectively and collaboratively with students through conferring.
*I can use formative assessments to guide the focus of my student conferences.
*I can develop a culture and routines to support effective conferring
*I can creative effective and practical record keeping systems in conferring.

Different types of conferring records
Video examples of reading and writing conferences
Architecture of a Conference - bookmarks
Student work/conference examples

Writing: types of conferences and fitting them into the workshop, architecture of the conference, roles of the teacher and student, using the continuum to move students forward, modeling and practice.
Reading: types of conferences and fitting them into the workshop, architecture of the conference, roles of the teacher and student, using the learning progression bands to move students forward, modeling and practice.

1-5 Embedded Grammar in Writing

Mary Johnson and Rose Olsen

Have you been wondering where the Language Standards are mysteriously hiding? Look no more! This is NOT your Grandma's Grammar. Our session will focus on embedding grammar into our MAISA Writing Units, or other student centered writing workshop, through the exploration of additional mini-lessons to raise the bar of your students' writing.

Learning Targets:

*I can articulate the Language Standards that are required of my students.

*I can use the Grammar Glossary as a resource.

*I can use the Grammar Curriculum Calendar to support my use of the MAISA Writing Units or any student centered writing workshop.

*I can embed the Grammar Lessons within the MAISA Writing Units, or any student centered writing workshop, to raise the quality of student writing.

*I can communicate to students how to lift the quality of their writing through grammar revision and the editing process.

*I can create, with intentional purpose, other student learning opportunities through embedding grammar into my Balanced Literacy.

Video grammar mini-lessons

The Power of Grammar, Mary Ehrenworth and John Hattie research

Student writing samples for authenticity

Anchor Charts/Pictures of Anchor Charts

Student Notebook for Sections

To outline our 3 day session and begin to add the components for facilitating a high-quality experience for our participants with embedding grammar into writing.

Jacquelyn Ball and Michele DeYoung

Looking for innovative ways to use technology to enhance your teaching practice in readers and writers workshop? You will walk away with a plethora of Ideas and apps to use with technology. Come learn with teachers who are using iPads and Chromebooks.
Prerequisite:working knowledge of scope and sequence of readers and writers workshop as modeled through the MAISA units.

Videos, clips from classroom research books

Special Populations - Writing Specific

Natalie Kuczajda & Cheryl Wright

How do we empower our struggling writers? This interactive session embraces the Universal Design for Learning framework along with widely available technology to provide accommodations, modifications, and interventions for all learners.

Pre-Requisite - Bring student writing samples from narrative, persuasive/opinion, and informational units.

I can use technology as a tool for UDL to assist my struggling learners in the MAISA writing curriculum.

I can provide the appropriate accommodations for my struggling learners to develop as writers across genres.

I can use modified assessments and rubrics for the purpose guiding my accommodated instruction.

Student work via Google Drive
Google forms
Ongoing assessment pieces
Modified assessments/rubrics
Photos/Videos of lessons taught with technology
Kid created media
Sentence frames
Support documents from outside of the units
Goal Sheets
SMART Lesson Files
Google Classroom??
Edited MAISA lessons

-Show was a typical day of writing looks like for a special population
-->Teach a lesson to teachers to show how we scale back the lessons
-->Have teachers teach their own lesson
-Embed oral language
-Put resources on the Ning
-->Teachers partner up, look at a resource, be prepared to share it out

Are you just getting started with the MAISA Reading Units and/or the Reader’s Workshop Model? Connect with us as we create a community for shared learning and conversations focused on implementing best practices in reading instruction. We invite you to join the discussion by sharing your enthusiasm and love of reading as we embark on this journey to create lifelong readers.

-I can use workshop routines to develop a culture of learning in my classroom.
-I understand the architecture of a mini-lesson and can use it to accelerate student learning.
-I understand the role of student independent practice and provide for it in my classroom structure.
-I can use the MAISA Model Unit documents to plan my instruction.
-I understand the role of mentor texts and modeled reading to support student learning.
-I can use student work, assessment, and the workshop model to inform the next steps of instruction. I can then modify my instruction for individual students, small groups, and my whole class.

Videos
Student work
Anchor Charts
Teacher Resource Books
Student leveled collections
Reader's Notebook

Go over own instruction
Bring artifacts - Reader's Notebook, etc.
Start drafting the 3 day plan.

Danielle Bolthouse/Susan Finch

In this three day workshop, participants will be immersed in the writers workshop structure and gain a deeper understanding of the MAISA writing units. This workshop is geared toward those just beginning to use the MAISA writing units and those searching for a deeper understanding of how to use the workshop model as a way to enhance student writing.

I can use workshop routines to develop a culture of learning in my classroom.
I can use the architecture of a mini-lesson to accelerate student learning.
I can use the MAISA Model Unit documents to plan my instruction.
I can use mentor texts to demonstrate authentic writing as a way to support student learning.
I can use student work, assessment, and the workshop model to inform the next steps of instruction.
I can modify my instruction for individual students, small groups, and my whole class.

Student writing samples
Anchor charts
Videos of partnerships working together, teacher conferring with a student and small group.

We will be going over our presentation and setting our schedule for the days of the summer institute.

Alana Kooi and Deb Van Duinen

Do you cringe at the thought of grading a pile of student papers? Are you frustrated with collecting data and wondering how to use it effectively? What is assessment really about, anyway? To learn how to engage students in the assessment process and make it more meaningful for everyone, come learn with us.

Learning Targets:
I can use a learning progression as the backbone of my assessment tools.
I can assess my students’ work in a variety of ways, both formative and summative.
I can use formative assessments to plan my instruction.
I can use a learning progression to teach my students to assess themselves.

Assessment tools from our own classrooms and classrooms of colleagues in elementary grades.
Videos of interviews with colleagues in elementary grades.

K-2 Reading Assessments

Lynn Patrick, Angela Lamiman

Are you looking for K-2 researched-based diagnostic reading assessments? We will be presenting early elementary formative reading assessments and strategies that you can take back to your classroom. Collaborative discussions, demonstrations and presentations will guide our learning.
*If you work with older readers who are reading at K-2nd grade levels, feel free to join this group.

1. I can create a scope and sequence of assessments aligned to current CCSS that effectively monitors and measures reading growth in students.

2. I can access multiple assessment tools to determine my students' current reading strengths and needed next steps.

3. I can create a system of record keeping.

1. As we research early elementary reading assessments, we will collect those assessments that have been proven to be effective and set aside those that we're using that are not considered highly effective.

2. As we collect instructional videos, we will be observing techniques and strategies that will not only help in our facilitation but also in our teaching back in our classrooms.

1. Learning about research-based early elementary formative reading assessments.

2. Create a scope and sequence of assessments aligned to current CCSS that effectively monitors and measures reading growth in students.

3. Access multiple assessment tools to determine my students' current reading strengths and needed next steps.

4. Create a system of record keeping.

Cynthia Stacy and Jennifer Savillo

2 Writing

Cynthia Stacy and Jennifer Sevillo

In this three day workshop, you will experience a dynamic, interactive writing introduction to Second Grade MAISA Writer's Workshop Units.

Essential Question: How does the Model ELA MAISA curriculum support student-centered writing instruction, independence, differentiation, and critical thinking?

• a culture of learning in my classroom.


•I understand the architecture of a mini-lesson and can use it to accelerate student learning.


•I understand the role of student independent practice and provide for it in my classroom structure.


•I can use the MAISA Model Unit documents to plan my instruction.


•I understand the role of mentor texts and modeled writing to support student learning.


•I can use student work, assessment, and the workshop model to inform the next steps of instruction.

student videos, student work samples, workshop videos, photos

Learning Targets:

•I can use workshop routines to develop instruction. I can then modify my instruction for individual students, small groups, and my whole class.

Michele DeYoung and Jackie Ball

I can demonstrate and foster creative thinking and innovation.
I can promote communication and collaboration with digital media.
I can assist my students in applying digital tools for research.
I can assist my student in understanding the importance of digital citizenship.
I can use my own knowledge of the workshop model and to incorporate my technology where I see fit.

videos and pics from our classroom, student samples

Enhancing Balanced Literacy Practices Through Technology 6-8

Jacquelyn Ball & Michelle Renna

Looking for innovative ways to use technology to enhance your teaching practice in readers and writers workshop? In this three ½-day workshop, you will walk away with a plethora of ideas and apps to use in your classroom. Come learn with teachers who have been using Chromebooks.

Prerequisite: 1. Working knowledge of scope and sequence of readers and writers workshop as modeled through the MAISA units. 2. Use/willingness to use Chromebooks in the ELA classroom, lab, or shared cart.

Learning Targets:


I can demonstrate and foster creative thinking and innovation.
I can promote communication and collaboration with digital media.
I can assist my students in applying digital tools for research.
I can assist my students in understanding the importance of digital citizenship.
I can use my own knowledge of the workshop model and incorporate my technology where I see fit.

Websites, apps, extensions, add-ons that are used in the middle grades to enhance learning with technology.

Videos/images

December 1st ~ MAISD ~ need to confirm a working space with Megan/Erin

1. Decide if we want to follow the same schedule of implementation of lessons we used last year or something different.
2. Do we want to change the title & description listed above? I enclosed a title on this document,but my partner was not here today, so it might change.
3. Begin planning day 1 (Reading), day 2 (Writing), day 3 (app explosion)

Formative assessment and small group instruction

Deb Van Duinen and Alana Kooi

Do you cringe at the thought of grading a pile of student papers? Are you frustrated with collecting data and wondering how to use it effectively? What is assessment really about, anyway? To learn how to engage students in the assessment process and make it more meaningful for everyone, come learn with us in this three ½-day workshop.

Learning Targets:
I can use a learning progression as the backbone of my assessment tools.
I can assess my students’ work in a variety of ways, both formative and summative.
I can use formative assessments to plan my instruction.
I can use a learning progression to teach my students to assess themselves.

Assessment tools from our own classrooms and classrooms of colleagues in elementary grades, Videos of interviews with colleagues in elementary grades.

planning the workshop :)

Specifically thinking about small group instruction and student self-assessment

Bre Babinec, Amy Klopf, Angie Geis

In this session, participants will learn the advantages of using close reading strategies to build deeper student interaction with text in both fiction and nonfiction. This hands-on workshop will allow participants to learn, practice and develop multiple close reading activities that can be taken back and used effectively with students. Time will be provided for reflection and planning in addition to learning the research based strategies.

-I can specify the level of depth needed for students to make logical inferences and cite text evidence to support conclusions drawn from text.
-I can develop lessons and activities that allow students to interact with text in order to analyze development of characters and summarize key ideas and details.
-I can analyze a text on multiple levels in order to help students synthesize the moves an author makes to communicate the overall message conveyed to the reader.

conferring notes, anecdotal evidence from reading interactions, Data from reading assessments (beginning, middle and end of year)

9-12 Reading and Writing: Getting Started (A.M. Session):

Andrew Vandenberg and Dana Wyant

Recommended for attendees new to or with limited experience with the MAISA Units. Participants will learn how to concurrently launch the first two recommended MAISA Units (Launching the Writer’s Notebook and Independent Reading) and how to create a community of writers.

Learning Targets:
I can lead my students in creating a safe community of writers and readers through Capturing Kids Hearts, PBIS, effect size, etc.
I can lead student-centered activities that increase my student’s critical thinking, writing and reading skills.
I can understand the interconnected nature of the foundational MAISA Units.
I can adapt the MAISA Units to fit my classroom’s and my needs.
I can incorporate grammar and vocabulary instruction into my adaptation of the MAISA Units.
I can apply the MAISA Units to fit my personal time frame and curriculum needs
I can apply the MAISA Units to increase my student’s SAT achievement.

Artifacts we will bring to share:
Anchor Charts, Books that are good for students (Mentor and reading), Teacher texts for information, Student models/products, Writer's Notebooks, and Technology based materials.

Just jumping into Writer's Workshop? Need some direction with the MAISA Writing Units? This three-day session will break down the Workshop style and MAISA units in grades 3-5. This interactive session with also include the integration of the many pieces of our ELA curriculum (grammar, spelling, vocabulary).

Learning Targets:

I can implement Writer's Workshop effectively to improve student writing.
I can understand the structure of the MAISA Units well enough to use them with my students.
I can integrate MAISA into my broader ELA curriculum (grammar, spelling, vocabulary).

Videotaped mini-lessons and conferences, Extensive student writing samples, Anchor charts, Mentor texts lists & examples

Drafting Planning template
Drafting Presentation (at least a skeleton of Days 1-3)
Prepare list of artifacts from classrooms to bring/use during presentation

9-12 Reading and Writing: Taking it Further (P.M. Sessions):

Andrew Vandenberg and Dana Wyant

The session will feature a participant-centered style where participants are encouraged to bring and share their most effectives lessons, ideas, activities, etc. It is recommended for attendees experienced with the MAISA Units. Participants will collaborate on their experiences and practices that support the MAISA Units. Participants will also learn techniques for enhancing their current work with the MAISA Units.

Learning Targets:
I will participate by sharing how I deliver and execute the MAISA Units.
I will learn the following featured techniques:
Community
Notebooks
Anchor Charts
Anchor Texts
Coaxing and Cueing
Conferring
MAISA Unit Personalization
I will acquire at least one new effective lesson, idea or activity that I will apply in my delivery and execution of the MAISA Units.

Participants should bring:
Anchor Charts, Books that are good for students (Mentor and reading), Teacher texts for information, Student models/products, Writer's Notebooks, and Technology based materials

Lisa Hendricks and Wendy Rasbach

Are you getting the most out of your K-1 reading assessments? Are they aligned with your balanced literacy curriculum and research based? In this three ½-day workshop, we will be presenting early elementary reading assessments and strategies that you can take back to your classroom. Collaborative discussions, demonstrations, and presentations will guide our learning.
*If you work with older readers who are reading at K-1st grade levels, feel free to join this group.

* I can create a scope and sequence of balanced literacy assessments aligned to current CCSS that effectively monitors and measures reading growth in students.
* I can access multiple assessment tools to determine my students' current reading strengths and needed next steps.
* I can create a system of record keeping.

Artifacts: As we research early elementary reading assessments, we will collect those assessments that have been proven to be effective and set aside those that are not considered highly effective. As we view instructional videos, we will be observing techniques and strategies that will not only help in our facilitation but also in our teaching back in our classrooms.

Complete agenda for Day 3, begin working on PPT presentations

Strategies for Struggling Readers – K-2

Kelly Howes & Kathleen Plond

In this half day session, we will explore the unique needs of struggling readers. Special populations including; English Learners, children living in poverty and other students at risk will be considered. We share how MAISA units and the workshop model can meet the needs of readers at all levels. We will discuss how to support small groups of readers with various instructional strategies. This session will be appropriate for K-2 classroom teachers, reading specialists, interventionists and literacy coaches.

I can use research supported instructional practices to promote growth for struggling readers. I can use a workshop model to implement essential best practices of literacy. Within this model, I can support small groups of readers with various instructional strategies. I can meet the motivational and behavioral needs of reluctant readers.

Running records, Nell Duke's research. Collect strategies on: Guided reading, Alphabetic principal
Decoding
Encoding
Phonemic awareness
Comprehension
Vocabulary
Phonics
Concepts of print

Essential Instructional Practice in Early Literacy

Jenny Frazier, Brian Ouellette

This course is designed for third- to fifth-grade teachers entering their first or second year of Readers' Workshop. Teachers will learn how Maisa workshops are planned and implemented, and will also learn how to use technology resources to assist student learning. There will be plenty of time for collaboration and discussion.

-I can use workshop routines to develop a culture of learning in my classroom
-I understand the architecture of a mini-lesson.
-I can use the MAISA Model Unit documents to plan my instruction.
-I can use student work, assessments, and the workshop model to inform the next steps of instruction.
-I can use technology tools to assist instruction

Anchor charts, video, examples of student work, Maisa units, mentor texts.

We have developed learning targets and a general schedule. In February, we will be fleshing out the items for each learning session with materials and methods. Our goal is to have all six learning sessions planned in February, and then plan on meeting again in May or June to finalize plans and gather materials.

Strategies for Struggling Readers

Michelle Morrow & Karen Baum

Have you enjoyed implementing MAISA ELA units and watching your students grow as readers, authors, and thinkers? Do your students ask for more reading time and want to share their reading and writing with their peers? And yet, your have a few struggling readers who want to read like everyone else but just can’t. Are the effects of living in poverty impacting your students' ability to read and write well? And are you pulling your hair out trying everything you can think of and still not getting the outcomes you desire? If you are searching for effective strategies to help your struggling readers and writers achieve success, we will share powerful research-informed strategies which build literacy skills. We will also share tips for growing literacy confidence in your students.

I can use research supported instructional practices to promote growth for struggling readers.

I can use a wide range of questioning strategies to promote deeper levels of thinking and understanding for developing readers.

I can meet the motivational and behavioral needs of reluctant readers.

1st and 2nd Writing Full Day

Cindy Stacy and Jennifer Savillo

In this three day workshop, participants will be immersed in the writer’s workshop structure and gain a deeper understanding of the MAISA writing units. This workshop is geared toward those just beginning to use the MAISA writing units and those searching for a deeper understanding of how to use the workshop model as a way to enhance student writing.

Learning Targets:
I can use workshop routines to develop a culture of learning in my classroom.
I can use the architecture of a mini-lesson to accelerate student learning.
I can use the MAISA Model Unit documents to plan my instruction.
I can use mentor texts to demonstrate authentic writing as a way to support student learning.
I can use student work, assessment, and the workshop model to inform the next steps of instruction.
I can modify my instruction for individual students, small groups, and my whole class.

Artifacts:
Student writing samples, anchor charts, and videos of partnerships working together and teacher conferring with a student and small group.

Overview of Writer's Workshop,and of MAISA units
Unpacking the narrative, opinion, and informational units

Jenny Sanford, Colet Smith, Greg Zimmerman

Welcome to MiELA! Are you new to the MAISA Units? Are you in need of support for launching the units or matching them with classroom needs and expectations? If yes, than this session is for you.

I understanding the connection between reading and writing as they support literacy growth and critical thinking.

I can use workshop routines to develop a culture of learning in my classroom.

I understand the architecture of a mini-lesson and can use it to accelerate student learning in both reading and writing.

I understand the role of student independent practice and provide for it in my classroom structure.

I can use the MAISA Model Unit documents to plan my instruction.

I understand the role of read alouds, mentor text analysis, daily journaling and modeled writing as supports for student learning.

I understand the role of student talk, peer feedback and conferring to support student engagement and depth of thinking.

I can use formative and summative assessment of reading and writing to inform the next steps of instruction.

I can use a variety of strategies to support reading, writing, grammar, and vocabulary instruction.

Student work samples
Rubrics
Reading/Writing notebooks
Lesson plan ideas
Books by authors of high interest
Professional literature
Anchor Charts
Reading and Writing community ideas
Goal Setting/Reflective student work

Writing learning targets.

Next meeting will be February 22nd at Kent ISD.

Kathy Lehman and Amanda Arbuckle

In this three day workshop, participants will understand how MAISA fits into a balanced literacy framework. They will create a network of ideas for all parts of the framework with a focus on the MAISA units. In addition, participants will learn the basics of how to launch a reading workshop in their classrooms.

-I can use workshop routines to develop a culture of learning in my classroom.
-I can understand the architecture of a mini-lesson and can use it to accelerate learning.
-I can understand the role of student independent practice and provide it in my classroom structure.
-I can use the MAISA Model Unit documents to plan my instruction.
-I understand the role of mentor texts to support student learning.
-I can use student work, self and formative assessment, and the workshop model to inform the next steps of instruction. I can then modify my instruction for individual students, small groups, and my whole class.

-classroom anchor charts
-parking lot
-lesson plans
-power point of learning target (picture)
-classroom pictures (library, seating arrangements, book clubs, partnerships)
-Reading Strategies book

-ask participants to print Unit 1

Day 1: Balanced Literacy
-reading and writing workshop, word study, read-aloud with accountable talk, small group, shared reading and writing, and interactive writing.
-assessment

Day 2: Diving Deeper into MAISA and Workshop
-workshop model
-breaking apart the units (with a focus on units 1, 3, and 4)

Day 3: The Bigger Picture & how MAISA fits in
-word study, read-aloud with accountable talk, small group and shared reading.

1-5 Reading and Writing Conferring

Terri Fortmeyer/Meggin Verduzco

In this three ½-day session, we focus on conferring as the "heart" of workshop, while building reading and writing communities! Conferring informs and guides instruction, monitors student growth, and provides timely feedback. "Conferences aren't the icing on the cake, they ARE the cake." - Carl Anderson

I can learn strategies to engage effectively with students through conferring.
I can use formative assessments to guide the focus of my student conferences.
I can develop routines to support effective conferring.
I can creative practical record keeping systems for conferring.
I can support a collaborative community of readers and writers.

Different types of conferring records, video examples of reading and writing conferences, Architecture of a Conference - bookmarks, student work/conference examples

Final planning, verification of artifacts, materials & supplies

Kindergarten Writers Workshop

Beth Stenzel and Sheri Bitterman

Participants will begin to see the big picture of the writing units and how they work together. They will develop an understanding of the importance of balanced literacy, formative and summative writing assessments along with goal setting while conferring.

I can locate and navigate the website to find the MAISA Kindergarten writing units, the graphic organizers, lesson plans and resources.
I will begin to understand the importance of balanced literacy, immersion lessons, along with the scope and sequence of the units.
I will begin to integrate conferring and goal setting along with formative and summative writing assessments.

We will collect writing samples during the school year, and video clips of mini lessons, conferring and goal setting,

Unpacking the writing units, balanced literacy, conferring and assessments

Lynne Lesky and Allison Jordan

We are still working on this...

2017 Learning Targets for Evidence Based Reading and Writing
I can use the MAISA Model Unit documents to plan my instruction.
I understand the balanced literacy approach to reading and writing as they support literacy growth and critical thinking.
I can use workshop routines to develop a culture of learning in my classroom
I understand the architecture of a mini-lesson and can use it to accelerate student learning in both reading and writi
I can model for students how to make careful and deliberate use of evidence as they read and write
I can understand how the MAISA units support skills needed for the PSAT/SAT

Both Lynne and I will be continuing to research best practices and to use the material from the units to create anchor charts for the presentations. I am hoping to video some conferring, but if not possible, we will at least have photographs of classrooms and student models.

We will be meeting virtually, and at MRA 2017~~

SAT, Conferring, Minilessons, Strategies, Modeling, Planning, Materials to bring.

I'm Teaching in a Workshop . . .Now What?

Kimberly Balsam and Amy Miller

Now that you are comfortable teaching reading using the workshop model, are you ready to for the next steps? This session will explore the literacy essentials such as: word work, vocabulary, interactive read aloud, small group work, and assessment for learning. How does this fits into an already packed day? Using Visible Thinking Strategies can help us build in routines to support high levels of literacy development.

Learning Targets:
Defining and sorting through the different components of literacy and how they might fit across your day and week.
Identifying ways students reflect on goals using learning progressions.
Investigating ways to practice literacy skills in science and social studies
Learn how to use Visible Thinking Routines to support reading, writing, and thinking work in the content area.

Final Touches on agenda and prepare handouts to send for printing

We have been charged with covering Essential Practices numbers 1, 3, 6, 9, and 10 while utilizing informational text- specifically Life Science material from second grade.

Sarah Filipiak and Jill Larkins Ed. D.

In this workshop, participants will develop an understanding of how to use the reading and writing workshop model during content area instruction. The focus will be on using science related informational text specifically during small group reading instruction, writing instruction, as well as using different assessments to help inform instruction. Participants will also be presented with strategies to assist English language learners as students with IEPs.

I can incorporate informational text into my individual and small group instruction to develop content area knowledge.
I can provide content area specific instruction using the writer's workshop model.
I can use student work, self & formative assessments and the workshop model to inform the next steps of instructions.
I can modify my instruction for individual students, small groups, and my whole class to accommodate all learners including EL learners and students with IEPs.
I can encourage and support my students’ families to engage in literacy interaction at home.

Artifacts:
Classroom anchor charts, parking lot, small group reading and writing strategies, power point of learning target (picture), and book clubs during content area instruction.

• Who will complete what portion of the workshop?
• How will we make the learning interactive for our participants?
• What will the overall structure of our workshop look like?

10-12 Instructional Practices for the SAT #3-4


Note:
If this is the title, we would like to "jazz it up" some.

Peter Haun, Katie Locano, Sarah Weaver

How can teachers bolster the MAISA Units to adequately prepare students for the redesigned SAT? Participants will be exposed to strategies designed to empower students to read, think, and write rhetorically.

This session requires the participants to have basic knowledge of the secondary MASIA curricular units, in particular the workshop model and routines.

I can model for students how to develop rhetorical ways of thinking and questioning texts.
I can develop an approach to instructing writing that incorporates cycles of intentional review and revision.
I can experiment with ways to enhance my instructional practices that develop student's agency as a reader and writer of rhetoric.
I will acquire at least one new, effective lesson, idea, or activity that I will apply in my delivery and execution of the MAISA units.

Pacing Calendar
Students Writing Samples - for modeling and participant interaction
Teacher Generated Documents
Anchor charts from various units and assignments
Pictures of students engaged with the proposed lessons
Anecdotal classroom stories
Professional Texts:
"Colorful Revision"
Others to be determined

March 8, 2018 - face to face in Grand Rapids

Creation of actual conference presentation (Google Slides)
Preparation of participant experiences (walk through of mini-lessons, turn and talks, etc.)
Deciding on materials needed, including student samples and active learning experiences.
Meeting with coordinators and other presenters to ensure fluidity of sessions and matched expectations.

4/5 Reading and Writing

Titled: 4/5 MAISA with Next Gen Standards

Meggin Verduzco and Terri Fortmeyer Amy Klopf and Amy Henning

In this two day session we will learn what integrated reading and writing workshop looks like in a 4-5 classroom. Be prepared for hands-on, active engagement as we cover literacy best practices with an emphasis on the Next Generation Science Standards. The 4-5 Literacy Essential Practices will guide our work with topics such as:
Motivation Engagement and Access to materials
Increasing Fluency, Stamina and Comprehension as Text Rigor Increases
Read Aloud and Vocabulary
Conferring and Small Groups
Writing
Assessment

Learning Targets:
I can use workshop routines to develop a culture of learning in my classroom.
I can use informational text to support my reading and writing instruction with a focus on the NGSS.
I understand the role of interactive read alouds and student discussion to support student learning.
I can use reading and writing assessments to inform the next steps of instruction for individual students, small groups and my whole class.
I have a more complete understanding of how to incorporate the Essential Practices within my literacy instruction.

Sample anchor charts, students samples, mentor texts, video, teacher resource text, student/teacher interactive notebooks

The 4-5 Literacy Essential Practices with an emphasis on the Next Gen Standards will guide our work with topics such as:
Motivation Engagement and Access to materials
Increasing Fluency, Stamina and Comprehension as Text Rigor Increases
Read Aloud and Vocabulary
Conferring and Small Groups
Writing
Assessment

6th & 7th Grade Reading/Writing Workshop

Jenny Sanford & Greg Zimmerman

Welcome to MiELA! Do you need support for launching the MAISA units or matching them with classroom needs and expectations?Join us to experience new, creative and exciting ways to deliver this content.

I understand the connection between reading and writing as they support literacy growth and critical thinking.
I can use workshop routines to develop a culture of learning in my classroom.
I understand the architecture of a mini-lesson and can use it to accelerate student learning in both reading and writing.
I understand the role of student independent practice and provide for it in my classroom structure.
I can use the MAISA Model Unit documents to plan my instruction.
I understand the role of read alouds, mentor text analysis, daily journaling and modeled writing as supports for student learning.
I understand the role of student talk, peer feedback and conferring to support student engagement and depth of thinking.
I can use formative and summative assessment of reading and writing to inform the next steps of instruction.
I can use a variety of strategies to support reading, writing, grammar, and vocabulary instruction.

Student work samples, Rubrics, Reading/Writing notebooks, Lesson plan ideas, Books by authors of high interest, Professional literature, Anchor Charts, Reading and Writing community ideas, Goal Setting/Reflective student work

We will be refining our presentation material.

Karen Baum & Michelle Morrow

Have you enjoyed implementing MAISA ELA units and watching your students grow as readers, authors, and thinkers? Do your students ask for more reading time and want to share their reading and writing with their peers? And yet, your have a few struggling students who want to read and write like everyone else but just can’t. Are the effects of living in poverty impacting your students’ ability to read and write well? If you are searching for effective strategies to help your struggling readers and writers achieve success, we will share powerful research-informed strategies which build literacy skills. We will also share tips for growing literacy confidence in your students.

I can use research supported instructional practices to promote growth for struggling readers and writers.
I can use a wide range of questioning strategies to promote deeper levels of thinking and understanding for developing readers.
I can meet the motivational and behavioral needs of reluctant readers and writers.

Research books/articles, Anchor charts, Videos, Mind Maps

Reviewing presentations from MiELA 2017 and creating a one day presentation.

Checking for integration of essentials #1, #2, #4, #5 and #7 in our presentation.

Preparing materials.

Student Agency - 3rd through 5th
Empowering Students through Voice and Choice in Writing

Terri Fortmeyer & Meggin Verduzco

Give students a stake in choosing from opportunities provided for them - perhaps a choice between projects, writing assignments, or other activities. Their ability to make a decision triggers a greater investment of interest and motivation.

I can promote student motivation through peer interaction.
I can assess writing to differentiate and provide choice for all learners.
I can gain a clearer understanding of the Essential Practices within my writing instruction.

Independent writing projects
Multi-genre writing projects
Conferring notes
Mentor texts
Anchor charts
Google Classroom assignments

Virtual - January 13, 2:00ish

Value of Talk, Modeling, Engagement/Choice, Writing Identity, Conferring & Assessing, Technology Integration