At many schools with a large bilingual population, student’s cultural and linguistic resources must guide instruction in order for children of color to find success in the current educational system. Caroline Sweet and her colleagues at Perez Elementary School in Austin, TX hoped to develop on site a model of writers’ workshop that embraces bilingualism and incorporates students’ cultural backgrounds. They believed that what is developed at Perez can guide other campuses desiring a high-quality bilingual writers’ workshop as a model for developing students’ written expression while simultaneously giving students agency in their learning.
Implement a writers’ workshop model in language arts instruction across the campus in Kindergarten through 5th grade.
As Caroline’s school has a strong dual language program, they needed to merge their dual language program model with the tenets of writers’ workshop to reflect the biliteracy development of their students as readers and writers.
Caroline also wanted to ensure their students develop a positive self-identity throughout their school experience. To accomplish this goal, they used culturally-relevant literature as mentor texts throughout writers’ workshop.
What was their process to accomplish their goals?
They consulted with the Heart of Texas Writing Project (HTWP) at the University of Texas to train K-2 teachers on the foundational concepts of writers workshop.
They partnered with the Austin Independent School District to provide, two full-day professional development sessions to where their consultant from the HTWP and a language arts curriculum specialist from the district trained K-2nd grade teachers on writers’ workshop as this method of teaching was new to most of the teachers in the sessions.
The trainers of the professional development sessions modeled lesson ands and teachers watched writers’ workshop mini-lessons conducted by their colleagues.
Caroline co-taught with a first grade teacher for a week long unit.
Their consultant from the HTWP co-taught with a first grade teacher once a week for 6 weeks.
Their first grade team members provided peer observations frequently.
What did they accomplish?
They have helped teachers change their mindset about what is writingWriting helps students discover their voicesthrough lengthy conversations among colleagues about how letter formation and handwriting is an element of instruction outside of the writers’ workshop. They are working on valuing the production of our emergent writers.
They celebrated the writing products of their youngest writers with writing displays and held celebratory publishing parties in K-2 in which parents and community members were invited to read students published work
The built a community that continually supports teachers
Next steps:
Caroline has planned a full day planning session with their constant from the HTWP.
Caroline and their consultant from the HTWP have invited all K-5th grade teachers to attend two trainings in which the goal of the trainings is for teachers to create at least a two week unit based on a genre study framework.
Some of the teachers at Perez Elementary school submitted proposals to present at professional conferences regarding the writers’ workshop methods they are using their classroom. They hoped they will grow many teacher leaders.
Several of the teachers have been accepted to the Heart of Texas Writers Project Summer Training Program, which is part of the National Writing Project to further their knowledge and training in the teaching of writers.
Culturally-relevant literature supports students in developing a positive self-identity
What are their ideas for improvement?
Peer Observation: continue more focused peer observations in K-2nd grades that include debriefs to allow for support especially in content focused coaching and utilize explicit protocols that involve pre-conferences, observation, and post conferences
Evaluation of Student Products: Allow for planning time to continue to create and improve the rubric for K-2nd grades and then create the differentiated rubric for 3rd-5th graders. Further discussion and planning should occur regarding language of choice and building opportunities to create variety in audience choice.
Buy-in: some teachers were ready and willing to try new ways of teaching based on the training they received. Some teachers had more difficulty understanding the need for writers workshop in their classroom. They would like to create a shared mission to allow students to guide learning and implement responsive teaching practices.
Planning: More planning time was needed to create units with culturally relevant texts to give students experience in a variety of genres. They are thinking the planning component with culturally-relevant texts might need to occur as part of their professional development days.
Collaboration with Biliteracy Committee: They will work with the biliteracy committee to add writers’ workshop into the biliteracy framework as an essential pedagogical element in each classroom whether the classroom is a dual language classroom or not. They would like to define how they use language in the writers’ workshop that promotes biliteracy.
As students embarked on “the Best of BV” they strengthened writing skills, practiced responsibility and accountability. Their plan was to work with the arts council to empower students to cover local sports, art, academics, business, city government, events, nature, hiking, and personal topics on social media. This program set out to expand academic opportunities for students while improving community relations. As the students become progressive storytellers, they would also examine their community and their assumptions about it.
What were the goals of this project and how were they achieved?
The Goals of the Best of Buena Vista were to expand the current program of weekly video announcements made by and for the student body of Parry McCluer High School (PMHS). This goal was met through the Facebook edition of the Blue Library. It is where the Best of Buena Vista stories are published, read, and commented on by the school and local community. The project team created opportunities and experiences for the students to interact in an intergenerational setting allowing them to learn from community elders. Student led interviews allowed for interaction with community elders.
The team also wanted to disrupt the negative small-town mindset by engaging students in interviewing adults about their positive contributions to the community. This goal was achieved in every single story published.
The project also aimed for students to benefit economically by increasing writing skills; exercising responsibility and accountability; and improving their storytelling and communication skills. They were also very successful with this goal as students wrote articles, met deadlines, mentored one another. While doing this, they managed coordinating interviews and and publishing articles. The program was successful despite interruptions due to COVID-19.
What did the project participants learn?
The team determined students were successful with little assistance from the mentors. Since the students were prepared with questions and knew what to do it was clear that eliminating this role would help the program. They reevaluated and began using student “assistant editors.” Their main responsibility was determining what stories should be written and which students would write them as well as working with the “reporters” to edit stories turned in. They oversaw the entire process for one week’s worth of stories.
With this new plan and practice in place, they began to present to the entire student body. During presentations to individual English classes, there was a need to combat some students’ negative points of view. but many offered the response, “I didn’t know that about Buena Vista.”
What was the impact of this project?
Despite COVID-19 challenges there was overwhelmingly positive feedback about the program, from students and community members alike.
One student interviewed the town historian. He was so impressed by the experience that he chose to donate his payment to the scholarship fund in the historian’s name. Many students acknowledged how nerve wracking it was to talk to the person they were assigned. Whenever they finished, they always had a smile on their face and pointed out several things they had learned. The intergenerational interactions were key to the success of this program. Students, parents, and community members consistently liked and followed the page when each story was published.
A local supporter of the program, Dawn Dickinson, wrote about the community’s response in this way:
“The Blue Library has been a meaningful, informative asset to our school and community. Stories of people and local memories have served as a bridge to the past and allowed our student body to react to our city’s strong heritage. Student interaction with people who can share local history and lore has given our young writers a new perspective on what’s good about our small ciity…..
This grant, coupled with an enthusiastic leader, has awakened a new generation to the positive aspects of our beautiful city. The timeliness of this positivity is perfect!”
McCarthey Dressman Education Foundation 