1. Writing Workshop Soaring to Success Harp Elementary School September 24 th, 2004

2. Writing Standard 4: Process Students shall employ a wide range of strategies as they write and use different writing process elements appropriately.

3. Writing Standard 5: Purposes, Topics, Forms and Audiences Students shall demonstrate competency in writing for a variety of purposes, topics and audiences employing a wide range of forms.

4. Writing Standard 6: Conventions Students shall apply knowledge of Standard English conventions in written work.

5. Writing Standard 7: Craftsmanship Students shall develop personal style and voice as they approach the craftsmanship of writing.

6. The Writing Process What are the benefits of using writing workshop?

7. Components of Writing Workshop Writing Sharing Minilessons Reading aloud to children Conferences

8. Introduce the writing process Regardless of whether you are teaching first graders or eighth graders, it is important to introduce them to the writing process and to help them learn the activities involved in each stage.

9. Guidelines for introducing the writing process Use the writing process terminology. Develop charts listing the stages of the writing process. Demonstrate the writing process. Keep first writings short. Demonstrate revising and editing activities in minilessons. Use writing notebooks. Share writing with the class.

10. Develop a writing notebook Notebook (3-ring binder ) Appropriate writing paper Black, blue, and red pens, pencils and pencil holder Yellow highlighter (optional) Sticky notes (optional)

11. Charts Stages of the writing process Activities involved in the writing process

12. Class Collaborations Shared writing in which children and the teacher write together.

13. We Use the Reading and Writing Processes READING Make predictions. Read the book. Respond by talking, drawing, or writing. WRITING Draw a picture or make a cluster. Write the book. Share your book in the Author’s Chair.

14. THE WRITING PROCESS 1. PREWRITING: Gather and organize ideas. 2. DRAFTING: Write a rough draft. 3. REVISION: Share your draft in a writing group. Then make at least three changes. 4. EDITING: Proofread and correct errors. 5. PUBLISHING: Write the final copy and illustrate.

15. Your Jobs in a Writing Group 1. Bring your rough draft and blue revision pen. 2. Share your rough draft. 3. Talk about your rough draft and listen for compliments, questions, and suggestions. 4. Take notes on your rough draft. 5. Make a plan for revising your rough draft. 6. Be a good listener when other people share their rough drafts. 7. Give compliments, ask questions, and make suggestions about other people’s rough drafts.

16. Proofreading Reminders 1. Say every word as you proofread. 2. Point with your pencil. 3. Proofread three times: a. for spelling errors b. for capitalization and punctuation c. for homonyms 4. Ask someone else to proofread your paper.

17. Things to Say in Writing Groups 1. Be polite. Say things that will not hurt anyone’s feelings. I like…… I got confused when……. Tell me more about… Your writing reminds me of…. Could you try to……

18. These are important things to say about someone’s writing LEADS DESCRIPTIVE WORDS DETAILS DIALOGUE EXCITEMENT LOTS OF FACTS ORGANIZATION SETTING COMPARISONS BEGINNING-MIDDLE- END $10 WORDS SOUND WORDS CHARACTERS VOICE SEQUENCE REPEATED WORDS POINT OF VIEW PAINTS A PICTURE

19. How Do I Get Started? Introduce the idea of writing a group composition and discuss the project. The students and the teacher write the composition together, moving through the stages of the writing process. Finally, the composition is published.

20. The Five-Step Minilesson Introduce the strategy. Demonstrate the strategy or skill. Provide guided practice using the strategy or skill. Review the strategy or skill. Apply the strategy or skill.

21. Teacher Responsibility Student Responsibility Modeled Writing Independent Writing

22. “What the child is able to accomplish today with the teacher’s assistance she or he will be able to accomplish independently tomorrow.” Vygotsky, 1978

23. 2 ½ Hour Balanced Literacy Block 8:30-8:45 Arrival 8:45-9:45 Writing Workshop Read Aloud Minilesson Independent Writing Guided Writing Investigations Sharing 9:45-10:45 Reading Workshop Book Talk Minilesson Independent Reading Guided Reading Literature Study Sharing 10:45-11:15 Language, Phonics, and Word Study

24. “The goal of instruction has been achieved when the teacher observes that the children are applying the knowledge of the writing process when writing independently.” Dorn, 1998

25. Writing Workshop Writer Talk Minilessons Status of the Class (5-15 minutes) Independent Writing Sharing/Evaluation (5-10 minutes) Guided Writing Investigations

26. Prewriting Choosing a topic Considering purpose, audience and form Generating and organizing ideas for writing

27. Prewriting Minilesson: Choosing a Topic

28. Prewriting Minilesson: Considering Purpose, Audience and Form

29. Prewriting Minilesson: Generating and Organizing Ideas for Writing.

30. Drafting Writing a rough draft Writing leads

31. Drafting Minilesson: Rough Draft

32. Drafting Minilesson: Writing Leads

33. LEADS Start with a Question

34. “Where’s Papa going with that ax?” Charlotte’s Web By E.B. White

35. Lead Give A Startling Fact.

36. My dad and I live in an airport. Fly Away Home By Eve Bunting

37. Lead Begin with Dialogue.

38. “I am not a pest,” Ramona Quimby told her big sister.” Ramona The Pest By Beverly Cleary

39. Lead Describe a setting.

40. Annie’s Navajo world was good--a world of rippling sand, of high copper-red bluffs in the distance, of the low mesa near her own snug hogan. The pumpkins were yellow in the cornfield, and the tassels on the corn were turning brown. ANNIE AND THE OLD ONE by Miska Miles

41. Lead Use a Sound.

42. Ho-dee-hum. It was another day at Sleepy Valley Sloth School, and all the sloths were just hanging around. Score One for the Sloths by Helen Lester

43. Revision can be as easy as: Crossing out and changing a word Drawing arrows where information is to be moved Cutting and pasting sentences or paragraphs Inserting a caret to indicate that you are adding a word or words Marking out a word or words that you don’t want to use

44. Revising Minilesson: How to Revise

45. The conventions of punctuation, capitalization, grammar, usage, and spelling should be taught through application.

46. Editing Minilesson: How to Edit

47. Monitoring of Student Writing Observing Conferencing Collecting Writing Samples Keeping Records

48. Observing One of the richest sources of information is observing children as they read and write. (Donald Graves 1994)

49. Conferencing There is no greater challenge than responding to young writers who are engaged in the messy process of writing.

50. Collecting Writing Samples Children select their best pieces of writing from literature studies and themes to place in their portfolios.

51. Keeping Records Teachers need to document the data collected through observations and conferences.

52. Students in grades 2-5 should publish at least 10-12 pieces during the school year. Primary Literacy Standards U. S. Department of Education

53. Publishing Minilesson: Publishing the Final Copy

54. Ways to Share Writing Sit in the “author’s chair” and read to class Submit writing to a contest Display on a bulletin board Contribute to the local newspaper Make a class book Place in the school library Produce an audio or videotape

55. Grade Level Discussions What are the benefits of using the writing process?