Lucy Calkins

Lucy Calkins :  founder of the Teachers College Reading and Writing Project.  one of the original architects of the “workshop” approach to teaching writing to children  author of some 20 books, including the best-selling The Art of Teaching Writing (250,000 sold).  currently the Professor of Curriculum and Teaching at Teachers College at Columbia University.

 Chapter 1:  An overview  Chapter 2:  Pathways for Writers  Chapter 3:  Planning Curriculum in a Primary Writing Workshop  Chapter 4:  Managing the Writing Workshop  Chapter 5:  Teaching Methods: Minilessons that Power Your Curriculum  Chapter 6  Conferring with Young Writers  Chapter 7  Supporting ELLs  Chapter 8:  The Literacy Instruction that Surrounds and Supports the Teaching of Writing  Chapter 9  Assessment

 Planning curriculum in a primary writing workshop  Curriculum comes from: Ongoing structures Minilessons, conferences, writing folders, worktime…etc Changing units of study NEED TO PROVIDE BOTH-BALANCE * Collaborate with other teachers, create shared curricular calendars * Consider passions of each teacher as well as information about incoming students

 Plan for children to write a lot  Plan for the entire unit, with all its parts  Plan what we’ll do for each part of the unit and what children will do  Plan for continuity- in texts, metaphors, and language  Plan to support ongoing writing goals as well as unit-specific goals  Plan to instruct children in the use of a new writing tool in every unit  Plan to end the unit with a celebration  Plan to save some of every child’s writing and to start new pieces or kinds of writing with every unit

 Importance of structure and systems  “When we plan our writing instruction, we must plan not only the words out of our mouths-the minilessons and the conferences that will convey content about good writing- but also the structures and systems that can allow us to manage a crew of young writers”(Calkins,28).

 Structure of Writing Workshops are predictable and consistent  Attention to:  The environment  Managing each component of the Writing Workshop  When there are management troubles

 Room arrangements (“The Meeting Space”)  Carpets  Nearby teaching equipment Easel, chart paper, markers

 Rhythm of children’s movement Gather close around teacher- explicit instruction Disperse to work areas-teacher moves throughout space to confer with students or small groups  Issue of space Ex: lowering tables to make room for more children to gather around

 Develop a system for managing papers  ex: writing folders  Toolboxes for writing tools (on counters and tables)  Date stamp, scissors, tape, pencils, pens, markers  Writing centers  System for dispensing paper and utensils is not crucial: “Children need to be able to independently access their ongoing texts and obtain more paper without a teacher spending time on this”(Calkins,34).  Environmental print  Word wall  Enlarged list of children’s names

 Does not recommend that young children (prior to third grade) write in spiral notebooks, journals, or diaries.  Prefers inviting children to write all the kinds of writing they see in the world  Encourage children to write on a variety of paper

 “Time is the most precious resource we have…”(Calkins, 35).  Align schedule to state, district, and school standards as well as to teacher’s values and children’s developmental needs and levels.  Children at lower levels receive more time for dramatic play and blocks

 “The Beginning of Each Day’s Writing Instruction”  Starts with a signal for writers to get supplies out and gather  CONSISTENT attention signal-whether its for writing or math  Example: “Writers, let’s gather”  Gather on carpet, usually sit in assigned spots  Teach strategy  “Turn and talk”

 “Heart and soul of the Writing Workshop”  Precious time is lost in transitions, teach children how to get started on their writing  Teacher not always available for individual conferences- use retelling for instruction comprehension during minilesson  Watch all children for a few minutes then address issues- work with all slow starters in a small group  Use tables to encourage conversations among peers- “running commentaries”  Designate signal to monitor noise level- PRACTICE  Teacher holds writing conferences

 Keep moving so conferences can be short and frequent  Teach children to never interrupt when you are conferring  Create systems of dealing with daily occurrences that don’t require your intervention  Teach children to solve predictable problems on their own  Create a place where children who need a conference can go to you for help  Concentrate on teaching the writing process, not on making every child’s piece the best it can be  Create the expectation of a lot of writing work getting done each workshop time  Use strategy lessons when many children need the same conference

 “Workshop Closure”  Class may gather or students share with partners  Teaching point in the share- highlights aspects that illustrate and extend the minilesson  Ex: minilesson on using a carat, share student work where a student used a carat and crossed out a confusing part of their story  Supports students’ writing and reinforces minilesson strategy

 Diagnose the cause  Time to observe, think, and secure help  Anticipate that problems will inevitably occur  Plan how to respond  Rehearse for teaching to go wrong- ex: broken pencil interruptions

“Children learn to write from the work they do; therefore, establishing and managing a productive work environment is a critical aspect of good teaching”(Calkins, 44).

 Calkins, Lucy. The Art of Teaching Writing. Portsmouth, NH: Heinemann, Print.  Calkins, Lucy. The Nuts and Bolts of Teaching Writing. Portsmouth, NH: FirstHand, Print.