WRITING WORKSHOP Newell Elementary School November 28th, 2012

A framework for writing instruction and practice in the classroom. Writing Workshop is… A framework for writing instruction and practice in the classroom.

Overview of Writing Workshop Component Time Frame 1. Mini lesson 5-10 minutes 2. Independent Writing/Conferring 30 minutes 3. Sharing Total Writing Workshop Time: 45 minutes to 1 hour

Mini-Lesson Structure (10-15 min.) Step Description 1. Connection State objective and tie it to previous lessons 2. Teach Explicit demonstration/modeling 3. Active Engagement Students try out what was taught 4. Link Restate teaching point and link it to work

Types of Mini-Lessons Procedures/Organization Strategies/Processes How to set up your writing notebook What to do when you think you’re done Strategies/Processes How to revise for meaning How to eliminate unnecessary information

Types of Mini-Lessons (con’t) Skills How to use quotation marks How to use commas in a series Author’s Craft Creating a good lead Using figurative language

Anchor Charts Created during mini lessons as a class Posted around room Great reference for students

Anchor Charts

Resources for Mini-Lessons “Mentor Texts”/“Nonfiction Mentor Texts” Lucy Calkins Units of Study Mentor text tubs in book room CCSS Appendix C Student samples “The Continuum of Literacy Learning”

Independent Writing (30 min.) Immediately follows the mini-lessons Students choose the topic they write about Students should have a daily writing journal or folder Teacher is conferring with small groups and/or individuals during this time

Writing Process Planning Drafting Revising Editing Publishing

Writing Folders

Writing Folders

Writing Journals

Mid-Workshop Teaching Point (1-2 min.) Could consist of any of the following: Point out a positive writing behavior Redirect whole class off-task behaviors Remind students of strategies that have been taught Remind students of procedures

Conferring Menu Sample Writing Conference Teaching Points Topic Choice Genre Focus Structure Elaboration Word Choice Conventions Writers think of an important person and the memories connected with that person. Writers ask themselves, what is the heart of my story? Writers make a timeline of all the main events and then circle one part of the timeline (and then stretch out that part). Writers describe the setting clearly (without including unnecessary sensory details). Writers add more relevant detail to the heart of their story. Writers choose words that are specific and appropriate. Writers begin a new paragraph when someone new is talking. They use quotation marks to show when that person is talking. Writers think of an important place and list memories connected with that place. Writers write their stories in sequential order. Writers ask themselves, “Is there a clear beginning, middle and end to my story?” Writers stretch out the most important part of their story. Writers show, not tell. Writers use specific nouns throughout their story. Writers capitalize proper nouns as they write. Writers focus on small moments (seed-sized stories) rather than giant watermelon topics. Writers determine the most important event or idea they wish to tell about and then write about that small moment. PARTNER CONFERNECE OPTION: Writers sometimes recruit readers who can tell them where places in their draft are confusing. Writers start their stories with the lead that hooks their reader (an action, surprise or dialogue). ADVANCED OPTION: Writers push themselves to say more by writing twin sentences. Writers use specific verbs that represent actions. Writers use appropriate punctuation and the end of every sentence. Teaching points created by Matthews & Shubitz (2006).

Sample Conference Questions SITUATION CONFERENCE QUESTION(S) The writing is unfocused. What’s the most important part of your story? What do you want your reader to know after reading this story? The writing covers several events or ideas. Which of these events/ideas is the most important to you? The writing lacks depth and information. Can you tell me more about _____________? The writing contains too much information. Can you point to the most important part of this piece? Can you underline the most important thing you want your reader to know? The piece just lists information and doesn’t contain the writers thoughts and feelings. Why is this piece important to you? How did you feel when this was happening? The lead does not draw the reader into the writing effectively. Why did you choose to start your story this way? What’s the first image in your mind when you think of this story? The conclusion is too sudden or drags on. What feeling did you want the reader to share at the end of your story? A narrative piece makes limited use of dialogue. Was anyone talking when this happened. The writing is poorly organized. Can you retell the story to me? Tell me a little bit about the plan you made to get to this point… Chart adapted from Atwell (1987) and Anderson (2002). Conference questions generated by Matthews & Shubitz (2006).

Share Time (5 min.) Students share what they did during independent writing time Whole group or in partners Opportunity to observe and learn from each other 

Assessments Conference notes Rubrics (content and conventions) Writing journals/folders with dated entries Portfolio pieces

Student Checklists

Benefits of Writing Workshop Prioritizes writing instruction. Students develop independence and motivation as writers. Students learn to evaluate their own writing in order to improve it. Students have the opportunity to write about topics of their choice. Addresses the needs of differentiated instruction.

Using the Continuum

Resources Busy Teacher's Cafe Davidson County Schools Lucy Calkins’ “A Guide to the Writing Workshop” Diana Moore’s “Writer’s Workshop, An Introduction” Beth Newingham’s Third Grade Stacy Shubitz “Launching Notebooks and Writing Workshop”