Writing Workshop Overview. CCSS and Writing Workshop The standards are like the building code. Architects and builders must attend to them but they are.

Writing Workshop Overview

CCSS and Writing Workshop

The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design…the house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner-while also meeting the building code along the way. (Wiggins and McTighe)

CCSS and Writing WorkshopStandards Skills / Strategies Addressed WW Connection

W 1 - 3 Narrative, Opinion, and Informational Writing

Units of Study

W 4 Clear, developed, and organized Minilessons / Teaching Points

W 5 Plan, revise, edit Writing Process

W 6 Use technology to produce/publish Publishing, Celebration

W 7 Conduct short research projects Units of Study

W 8 Recall / gather info from print, take notes

Units of Study

W 9 Draw evidence Units of Study

W10 Write routinely over extended time Daily Writing Workshop

Writing Workshop Basics

Philosophy of Writing Workshop

Writing Workshop is not a program - it is an approach that…

• Encourages independence• Gives writers a high degree of choice within a framework

and genre• Has a regular and consistent structure• Builds stamina and volume in writing – Students write

everyday! • Teachers teach writing everyday!• Focuses on the PROCESS of writing, not just the PRODUCT• Uses literature to teach the craft of writing

Writing Workshop Basics

Room Environment

Meeting Area in the classroom (even in upper grades)

Writing Workshop Basics

Room Environment

Writing Center

Writing Workshop Basics

Materials

Pens (black and colors)Writing Folders (K-2)Writing Notebooks and Drafting Folders (3-

6)Teacher Notebook and FolderPaper ChoicesChartsMentor TextsOther* (staplers, tape, revision strips etc.)* Teach them how to use it before you put it out!

Structure of a Day

Parts of a Writing Workshop

• Set Up Routine 2-3 minutes

• Mini Lesson 8-12 minutes

• Independent Writing Time 25-40 minutes

Mid Workshop Interruption

Partner Work Strategy Group Lesson Conferences

• Teaching Share 5-10 minutes

Structure of a Day

Set Up Routine

Structure of a Day

The Mini Lesson

• Has one clear teaching point that is stated multiple times

• Lasts only 8-12 minutes• Has 4 parts:

• Connection• Teach• Active Engagement• Link

Structure of a Day

The Mini Lesson• Connection: Students learn why today’s instruction is important

to them as writers and how the lesson relates to their prior work. The teaching point is stated.

“Yesterday, we…” “I noticed…” “Today I want to teach you…”

Structure of a Day

The Mini Lesson

• Teach: The teacher shows the students how writers go

about doing whatever is being taught. We may teach by demonstrating (modeling how and when writers use this strategy or concept in their work rather than simply telling what writers do); explaining and showing an example; involving the class in a shared inquiry; or taking them through guided practice.

“Watch me…” “Today I will show you…”

Structure of a Day

The Mini Lesson

• Active Engagement: After we teach something, students are given a

chance to quickly practice what has just been taught or to share noticings about the demonstration in order to understand a kind of thinking about writing that they can try in their own

work.

“Now it’s your turn to try…” “Turn to your partner…”

Structure of a Day

The Mini Lesson

• Link: The teacher reiterates what has just been taught, adding it

to student’s growing repertoire. Students are reminded that today’s lesson pertains not only to today, but to every day and to strengthen their writing for the specific unit inquiry.

“Today and every day…”“Off you go…”

Structure of a Day

Independent Writing Time

Structure of a Day

Teaching Share• At the end of the workshop, writers come

together to culminate the day’s work. The teacher may highlight the work of a student, retell a conference, or prepare for the next workshop session. Students may reflect on their work with a partner or table group.

• The teacher may also choose to include a daily edit focused on grammar or conventions at the end of the share.

Overall structure of a Unit

Writing Process for Upper Grades

Overall structure of a Unit

Writing Process for Primary Grades