Using the Workshop Format for Writing/Grammar Instruction

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Presentation transcript:

Using the Workshop Format for Writing/Grammar Instruction Corning-Painted Post Curriculum Office Using the Workshop Format for Writing/Grammar Instruction

The Workshop Model Provide constructive, immediate feedback to students Allow students to learn and practice skills in immediate sequence Teach grammar/syntax in the context of students’ own work

Draft Creation Mini-Lesson Guided Editing Self-Editing Peer Editing The Parts of a Workshop Draft Creation Mini-Lesson Guided Editing Self-Editing Peer Editing Reflection

Draft Creation Draft creation is done in class Students are provided with a topic/direction The topic is skill focused – provides for the creation of a draft that will contain the necessary type of writing There is a time limit not to exceed 15-20 minutes There may be a guided idea-generating process

Mini-Lesson A short, skills-focused, direct instruction piece Students are provided with a visual record/component of the lesson Demonstrate editing on a teacher-created piece Practice editing in pairs Revisit with the group

Mini-Lesson Examples

Guided Editing Provide a draft from the teacher written on the students’ writing level Include 1 area where the skill identified is shown done well Include two areas where that skill could be fixed Fix one together, let students correct the other in pairs Share corrections with large group

Self/Peer-Editing Guides Provide students with specific instructions on what to look for when editing Provide a checklist for editing as opposed to a rubric Ensure editing checklist consists of identified skills

Reflection Large group instruction Ask students to share questions/ identify patterns Consider a formulaic structure for reflection

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