Comprehensive Guide to Writing Workshop Essentials

 
Writing Workshop
Overview
 
 
CCSS and Writing Workshop
 
   The standards are like the building code.
Architects and builders must attend to them
but they are not the purpose of their
design
the house to be built or renovated is
designed to meet the needs of the client in a
functional and pleasing manner-while also
meeting the building code along the way.
(Wiggins and McTighe)
 
CCSS and Writing Workshop
 
Writing Workshop Basics
Philosophy of Writing Workshop
 
Writing Workshop is not a program - it is an
approach that…
 
Encourages independence
Gives writers a high degree of choice within a framework
and genre
Has a regular and consistent structure
Builds stamina and volume in writing – Students write
everyday!
Teachers teach writing everyday!
Focuses on the PROCESS of writing, not just the PRODUCT
Uses literature to teach the craft of writing
 
 
Writing Workshop Basics
Room Environment
 
Meeting Area in the classroom (even in
upper grades)
 
 
Writing Workshop Basics
Room Environment
 
Writing Center
 
 
Writing Workshop Basics
Materials
 
Pens (black and colors)
Writing Folders (K-2)
Writing Notebooks and Drafting Folders (3-6)
Teacher Notebook and Folder
Paper Choices
Charts
Mentor Texts
Other* (staplers, tape, revision strips etc.)
* Teach them how to use it before you put it out!
 
 
 
 
Structure of a Day
Parts of a Writing Workshop
 
Set Up Routine
     
2-3 minutes
 
Mini Lesson
     
8-12 minutes
 
Independent Writing Time
25-40 minutes
     
Mid Workshop Interruption
       Partner Work
       Strategy Group Lesson
       Conferences
 
Teaching Share
     
5-10 minutes
 
 
Structure of a Day
Set Up Routine
 
Structure of a Day
The Mini Lesson
 
Has 
one
 clear teaching point that is stated
multiple times
Lasts only 8-12 minutes
Has 4 parts:
Connection
Teach
Active Engagement
Link
 
Structure of a Day
The Mini Lesson
 
Connection:
    
Students learn why today’s instruction is important to
them as writers and how the lesson relates to their prior
work.  The teaching point is stated.
 
  
“Yesterday, we
    “I noticed
    “Today I want to teach you
 
Structure of a Day
The Mini Lesson
 
Teach:
     The teacher shows the students how writers go about
doing whatever is being taught. We may teach by
demonstrating (modeling 
how and when writers use
this strategy or concept in their work rather than
simply telling what writers do); explaining and
showing an example; involving the class in a shared
inquiry; or taking them through guided practice.
 
  
“Watch me
    “Today I will show you
 
Structure of a Day
The Mini Lesson
 
Active Engagement:
    
After we teach something, students are given a chance to
quickly practice what has just been taught or to share
noticings about the demonstration in order to understand
a kind of thinking about writing that they can try in their
own work.
    “Now it’s your turn to try
    “Turn to your partner
 
Structure of a Day
The Mini Lesson
 
Link:
   
 The teacher reiterates what has just been taught, adding it to
student’s growing repertoire. Students are reminded that today’s
lesson pertains not only to today, but to every day and to
strengthen their writing for the specific unit inquiry.
 
  
“Today and every day
  
“Off you go
 
Structure of a Day
Independent Writing Time
 
Structure of a Day
Teaching Share
 
At the end of the workshop, writers come
together to culminate the day’s work. The
teacher may highlight the work of a student,
retell a conference, or prepare for the next
workshop session. Students may reflect on
their work with a partner or table group.
 
The teacher may also choose to include a
daily edit focused on grammar or
conventions at the end of the share.
 
Overall structure of a Unit
Writing Process for Upper Grades
 
Overall structure of a Unit
Writing Process for Primary Grades
 
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Explore the fundamental elements of a successful writing workshop, including connecting Common Core standards with writing practices, emphasizing the writing process over the final product, establishing a conducive room environment, and providing essential materials for effective writing sessions.


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  1. Writing Workshop Overview

  2. CCSS and Writing Workshop The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design the house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner-while also meeting the building code along the way. (Wiggins and McTighe)

  3. CCSS and Writing Workshop Standards Skills / Strategies Addressed WW Connection W 1 - 3 Narrative,Opinion, and Informational Writing Units of Study W 4 Clear, developed, and organized Minilessons / Teaching Points W 5 Plan, revise, edit Writing Process W 6 Use technology to produce/publish Publishing, Celebration Units of Study W 7 Conduct short research projects W 8 Recall / gather info from print, take notes Draw evidence Units of Study W 9 Units of Study W10 Write routinely over extended time Daily Writing Workshop

  4. Writing Workshop Basics Philosophy of Writing Workshop Writing Workshop is not a program - it is an approach that Encourages independence Gives writers a high degree of choice within a framework and genre Has a regular and consistent structure Builds stamina and volume in writing Students write everyday! Teachers teach writing everyday! Focuses on the PROCESS of writing, not just the PRODUCT Uses literature to teach the craft of writing

  5. Writing Workshop Basics Room Environment Meeting Area in the classroom (even in upper grades)

  6. Writing Workshop Basics Room Environment Writing Center

  7. Writing Workshop Basics Materials Pens (black and colors) Writing Folders (K-2) Writing Notebooks and Drafting Folders (3-6) Teacher Notebook and Folder Paper Choices Charts Mentor Texts Other* (staplers, tape, revision strips etc.) * Teach them how to use it before you put it out!

  8. Structure of a Day Parts of a Writing Workshop Set Up Routine 2-3 minutes Mini Lesson 8-12 minutes Independent Writing Time 25-40 minutes Mid Workshop Interruption Partner Work Strategy Group Lesson Conferences Teaching Share 5-10 minutes

  9. Structure of a Day Set Up Routine

  10. Structure of a Day The Mini Lesson Has one clear teaching point that is stated multiple times Lasts only 8-12 minutes Has 4 parts: Connection Teach Active Engagement Link

  11. Structure of a Day The Mini Lesson Connection: Students learn why today s instruction is important to them as writers and how the lesson relates to their prior work. The teaching point is stated. Yesterday, we I noticed Today I want to teach you

  12. Structure of a Day The Mini Lesson Teach: The teacher shows the students how writers go about doing whatever is being taught. We may teach by demonstrating (modeling how and when writers use this strategy or concept in their work rather than simply telling what writers do); explaining and showing an example; involving the class in a shared inquiry; or taking them through guided practice. Watch me Today I will show you

  13. Structure of a Day The Mini Lesson Active Engagement: After we teach something, students are given a chance to quickly practice what has just been taught or to share noticings about the demonstration in order to understand a kind of thinking about writing that they can try in their own work. Now it s your turn to try Turn to your partner

  14. Structure of a Day The Mini Lesson Link: The teacher reiterates what has just been taught, adding it to student s growing repertoire. Students are reminded that today s lesson pertains not only to today, but to every day and to strengthen their writing for the specific unit inquiry. Today and every day Off you go

  15. Structure of a Day Independent Writing Time

  16. Structure of a Day Teaching Share At the end of the workshop, writers come together to culminate the day s work. The teacher may highlight the work of a student, retell a conference, or prepare for the next workshop session. Students may reflect on their work with a partner or table group. The teacher may also choose to include a daily edit focused on grammar or conventions at the end of the share.

  17. Overall structure of a Unit Writing Process for Upper Grades

  18. Overall structure of a Unit Writing Process for Primary Grades

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