Comprehensive Guide to Writing Workshop Essentials
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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Presentation Transcript
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 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
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
