Lucy Ragoza Reading Specialist Bedminster Township School September 3, 2015

Why Writing Workshop? Workshop Overview Mini Lesson Writing Process/Independent Writing Small Group Instruction Sharing Workshop Routines Tricks of the Trade

Part of Balanced Literacy Instruction Interactive Read Alouds Shared Reading Reading Workshop Interactive Writing Writing Workshop Word Study

Write every day Build stamina Develop independence Use writing process Learn strategies from the masters Write across different genres Choose own topics Apply conventions in context

K to 6 Sentences 12 to 15 Sentences 20 to 24 Sentences 1 notebook page 1 ½ notebook pages (1 typed pg.) 2 notebook pages (2 typed pages) Writing Guidelines for Length by Year End

Our job as teachers is to teach the writer not the piece!

Mini Lesson – 10 Minutes Independent Writing/Small Groups – 25 to 30 Minutes Sharing - 5 to 10 Minutes

Connect (1-2 Minutes) Start with personal anecdote/connection State ONE teaching point in simple language “Today I want to teach you…” Teach (2-3 minutes) Model/Demonstrate using Mentor text “Watch me as I …”, “Did you see how I…” Engage (2-4 minutes) Interactive writing “Now it’s your turn to…” Link (1 minute) “Today and everyday…”

Write heading on top (broad skill/goal) Post teaching point below Few words with icon or visual Add new teaching point after related lesson Build chart with students Reread and refer to often Make charts interactive

Mini Lesson

Interactive Read Aloud (Immersion) Outside workshop Research/Collect Information (Generating Ideas) Plan/Rehearse (Selecting an Idea) Draft No separate graphic organizer* Reread to Revise Not all drafts are revised Edit Publish Not all pieces are published

Different students are working on different stages of the writing process at the same time.

Differentiated based on need Flexible Teaches the writer not the piece

Small Group Instruction 5 – 10 Minute Sessions 1:1 Conferences Partner Conferences Strategy Groups Small Group Inquiry Students need to notice things before they can do them themselves Interactive Writing

Heart of workshop Begin with research – good listening Student reads aloud Provide explicit compliment Ask questions Provide 1 explicit, transferable goal Teach/coach goal Leave goal on sticky note (visible reminder) Strategies to Habits chart

What are you working on? Strategies to Habits Chart What are you trying to do? What is most important? What is the strongest part? What part do you need help with? What is one thing you can do to make it better? What will you do next? How will you know when you are done? Do you like this piece? If not toss it and begin again?

Goal: Writer leaves conference feeling excited, encouraged and wanting to write more!

Conference

Stay together for unit Select each other – sort of 3 people you could help/ 3 who could help you React as reader Provide feedback Model & practice Takes 5 to 6 minutes

Matched with partner Partners stick together Build trust Talking is Learning Collaboration Builds Knowledge!

Students sit at desk groups – color coded Rug & writing spots assigned Students date every writing piece Date stamp Students move freely throughout room Grade 3 & above use journals K-2 use writing folders 3 ring/plastic sleeves in middle Left green dot/right red Empty at end of unit Students cross out instead of erasing Wide variety of writing materials is accessible At each table & centrally located

Create partnership station for 2 to 4 Create Teacher Toolkit Student tracking sheets Photocopies of sections of mentor texts in plastic sleeves Exemplar student writing Check lists Rubrics List of common strategies to talk about Blank paper/sticky notes Dry eraser markers/tissues

Teachers College Reading and Writing Project on Vimeo Writing Mini Lesson/Conferencing ideas