Writing Workshop Presented by Yvonne Shay

Structure of Workshop Mini- Lesson 5-10 min. Share (large or small group) min. Independent Work min.

Six Essentials for Writer’s Workshop Time Time Talk Talk Tone Tone Teaching Teaching Choice Choice Structure Structure

Writing Process Collecting entries in my Writer’s Notebook Collecting entries in my Writer’s Notebook Pick a seed idea Pick a seed idea Write around my seed idea Write around my seed idea Planning my draft Planning my draft Drafting Drafting Revising Revising Editing Editing Publishing Publishing

Clarifying the Process A writer’s notebook is: an ongoing tool to be used throughout all stages of the writing process an ongoing tool to be used throughout all stages of the writing process an ongoing tool to be shared in the context of successful strategies used and the content itself an ongoing tool to be shared in the context of successful strategies used and the content itself the entries may intersect and should be used as springboards for drafts for writing projects the entries may intersect and should be used as springboards for drafts for writing projects

Clarifying the Process (cont.) Picking a Seed Idea is: rereading entries rereading entries discovering the value of something as small as a word or sentence, or as big as a group of related entries that have potential to lead to deeper thinking and to a project discovering the value of something as small as a word or sentence, or as big as a group of related entries that have potential to lead to deeper thinking and to a project trying out different possibilities in notebooks trying out different possibilities in notebooks selecting the option with the most potential for development selecting the option with the most potential for development

Clarifying the Process (cont.) Writing Around a Seed is: using strategies to write more using strategies to write more envisioning the topic (seed) in different genres and literary structures envisioning the topic (seed) in different genres and literary structures experimenting with language, form and style experimenting with language, form and style

Clarifying the Process (cont.) Launching is: each child is personalizing his/her own notebook each child is personalizing his/her own notebook children are being immersed in oral readings of different kinds of literature, such as poetry, memoir, non-fiction, and longer chapter books children are being immersed in oral readings of different kinds of literature, such as poetry, memoir, non-fiction, and longer chapter books teaching is sharing his/her notebook and stories of own life with children teaching is sharing his/her notebook and stories of own life with children children are sharing stories from own lives children are sharing stories from own lives teacher and children are establishing rituals and management for productive workshop writing teacher and children are establishing rituals and management for productive workshop writing

Clarifying the Process (cont.) Collecting is: using strategies to generate volume and variety in entries using strategies to generate volume and variety in entries sharing entries with teacher and fellow students to develop a sense of what others are doing and to come to know the content of each others’ writing lives sharing entries with teacher and fellow students to develop a sense of what others are doing and to come to know the content of each others’ writing lives gathering and writing off of artifacts (photographs, writing that inspires, family stories) which will provide rich fuel for generating daily entries and for developing future projects gathering and writing off of artifacts (photographs, writing that inspires, family stories) which will provide rich fuel for generating daily entries and for developing future projects

Clarifying the Process (cont.) Drafting is: moving from notebooks to draft paper, drafting in notebooks is also an option moving from notebooks to draft paper, drafting in notebooks is also an option rereading entries rereading entries deciding how to begin: closing notebook and writing down the page; choosing words that really matter to you and writing more deciding how to begin: closing notebook and writing down the page; choosing words that really matter to you and writing more choosing a genre to frame this draft choosing a genre to frame this draft

Clarifying the Process (cont.) Revision is: increasing or decreasing volume increasing or decreasing volume focusing on craft (structure, voice, rhythm) focusing on craft (structure, voice, rhythm) focusing on purpose (audience) focusing on purpose (audience)

Clarifying the Process (cont.) Editing is: rereading with an eye toward: rereading with an eye toward: wise us of conventions wise us of conventions sentence length and sound sentence length and sound spelling spelling

Clarifying the Process (cont.) Publishing is: establishing rituals for classroom sharings establishing rituals for classroom sharings presenting readings/public work to a wider school or community audience presenting readings/public work to a wider school or community audience making a class book making a class book creating a beautiful final product creating a beautiful final product

Outcomes Students developing… A sense of self as writers and personal writing processes A sense of self as writers and personal writing processes Ways of reading the world like writers, collecting ideas Ways of reading the world like writers, collecting ideas A sense of thoughtful deliberate purpose about their work as writers A sense of thoughtful deliberate purpose about their work as writers As members of a responsive literate community As members of a responsive literate community Ways or reading texts like writers, developing a sense of craft and genre in writing Ways or reading texts like writers, developing a sense of craft and genre in writing A sense of audience and an understanding of how to prepare writing to go into the world A sense of audience and an understanding of how to prepare writing to go into the world Teacher’s developing… Confidence as writing teachers Confidence as writing teachers

Supporting Risks “The success ethic should not be did you get it right, but did you take a chance? Did you try something you’ve never tried before?” -Ralph Fletcher

Conferring with Student Writers RESEARCH with writer RESEARCH with writer DECIDE what is most useful to the writer DECIDE what is most useful to the writer TEACH the writer TEACH the writer

Writing Conference Roles Teacher’s Role: Invite students to set an agenda for the conference Invite students to set an agenda for the conference Ask research questions Ask research questions Look at the writing Look at the writing Give the student critical feedback Give the student critical feedback Teach the student Teach the student Help the student “have a go” at a new skills or concept (help talk the student through it) Help the student “have a go” at a new skills or concept (help talk the student through it) Link conference to independent writing work Link conference to independent writing work

Writing Conference Roles (cont.) Student’s Role: Tell me the work he/she’s doing as a writer Tell me the work he/she’s doing as a writer Answer the teachers queries Answer the teachers queries Share his/her writing with the teacher Share his/her writing with the teacher Listen to teachers feedback and teaching Listen to teachers feedback and teaching Ask questions if confused Ask questions if confused Talk through how he/she’ll use the strategy or technique Talk through how he/she’ll use the strategy or technique Commit to trying what the teacher taught Commit to trying what the teacher taught

“We write so that our curriculum knowledge of the process of writing runs deep and true in our teaching.” - Katie Wood Ray - Katie Wood Ray