Writing Workshop
Teaching the Writer - Not to the Writing
Images used are from various
sites using a Google search.
sites using a Google search.
Overview of Writing Workshop
Writing Workshop is a framework for incorporating writing strategies in authentic writing assignments,
creating a community of writers. The structure of a Writer's Workshop is:
Read aloud - 5 minutes (video example)
This is where the teacher uses a mentor text to model a writing strategy.
Mini-Lesson - 10-15 minutes (video example)
This is where the teacher makes the connection to the read aloud and the strategy exemplified.
Then the teacher allows time for a quick partner practice with that strategy. - Turn and Talk
A writing model can be used to show the usage of the strategy and notes can be taken on an anchor chart.
Students can take notes in their writer's notebook or teachers can provide those notes. A mini-lesson is not necessary to do everyday. Mini-lessons are selected based on the unit of study and the needs of the students at that time. There are usually 3 mini-lessons per week.
Status of the Class - 1- minute (photo examples)
Students log in on a bulletin board or whiteboard at what stage of the writing process they are.
All students will be at different phases based on individual student differences.
Independent Writing and Conferring - 20-30 minutes (video example/conferring tips)
Now the students have the opportunity to try out the new strategy in their current writing piece for
authentic application in the drafting book or in their notebook (where ideas are practices and tested).
- Lift a Line
Teachers conference with students independently in the form of a conversation (using a form or notebook). The current writing should be reviewed (not written on) and a component of it should be praised. The teacher's job is to:
-Research
-Decide
-Teach
Each conference has a focused teaching point and ends with a student goal. Students can record that goal in their notebook or on a board or form. Peer editing, for those at that writing phase, can take place at this point as well.
Sharing - 5 minutes (video example)
A few students have the opportunity to sit in the Author's Chair and share their writing. This could be writing at any phase of the writing process. The class audience has the opportunity to provide commentary. - A Wish and a Star or TAG Students may or may not make revisions based on the commentary. A more formal sharing time occurs during a Publishing Party with a class full of published pieces to celebrate.
Writing Workshop is a framework for incorporating writing strategies in authentic writing assignments,
creating a community of writers. The structure of a Writer's Workshop is:
Read aloud - 5 minutes (video example)
This is where the teacher uses a mentor text to model a writing strategy.
Mini-Lesson - 10-15 minutes (video example)
This is where the teacher makes the connection to the read aloud and the strategy exemplified.
Then the teacher allows time for a quick partner practice with that strategy. - Turn and Talk
A writing model can be used to show the usage of the strategy and notes can be taken on an anchor chart.
Students can take notes in their writer's notebook or teachers can provide those notes. A mini-lesson is not necessary to do everyday. Mini-lessons are selected based on the unit of study and the needs of the students at that time. There are usually 3 mini-lessons per week.
Status of the Class - 1- minute (photo examples)
Students log in on a bulletin board or whiteboard at what stage of the writing process they are.
All students will be at different phases based on individual student differences.
Independent Writing and Conferring - 20-30 minutes (video example/conferring tips)
Now the students have the opportunity to try out the new strategy in their current writing piece for
authentic application in the drafting book or in their notebook (where ideas are practices and tested).
- Lift a Line
Teachers conference with students independently in the form of a conversation (using a form or notebook). The current writing should be reviewed (not written on) and a component of it should be praised. The teacher's job is to:
-Research
-Decide
-Teach
Each conference has a focused teaching point and ends with a student goal. Students can record that goal in their notebook or on a board or form. Peer editing, for those at that writing phase, can take place at this point as well.
Sharing - 5 minutes (video example)
A few students have the opportunity to sit in the Author's Chair and share their writing. This could be writing at any phase of the writing process. The class audience has the opportunity to provide commentary. - A Wish and a Star or TAG Students may or may not make revisions based on the commentary. A more formal sharing time occurs during a Publishing Party with a class full of published pieces to celebrate.
Writing Workshop Resources
Writing Workshop Unit Resources
Unit of Study - Literary Essay/Grade 6th Grade
Lucy Calkins Units of Study Workshop Guidelines (Created by Stafford Schools)
Units of Study - Unit 1
Grade 3
Grade 4
Grade 5
Grade 6
Units of Study - Unit 2
Grade 3
Grade 4
Grade 5
Grade 6
Units of Study - Unit 3
Grade 3
Grade 4
Grade 5
Grade 6
Lucy Calkins Units of Study Workshop Guidelines (Created by Stafford Schools)
Units of Study - Unit 1
Grade 3
Grade 4
Grade 5
Grade 6
Units of Study - Unit 2
Grade 3
Grade 4
Grade 5
Grade 6
Units of Study - Unit 3
Grade 3
Grade 4
Grade 5
Grade 6
Writing Workshop Lesson Resources
Student Samples - from Write Source
WritingFix Resources - Lessons and Mentor Texts*
Writing Workshop Tips from Busy Teacher Cafe
Writing Workshop Lesson and Conferencing Resources
Newsela Nonfiction Leveled Articles for Research
ReadWorks for Sample Model Passages and Articles
Writing Workshop Video Resources
Writing Workshop Video Series
K-2 Mini Lesson on Spelling Patterns (small group)
3-5 Mini Lesson - Narrative
3-5 Mini Lesson - Informational
K-2 Conferencing Video
K-2 Conferencing Video
3-5 Conferencing Video
5-8 Conferencing Video
K-2 Mini Lesson on Spelling Patterns (small group)
3-5 Mini Lesson - Narrative
3-5 Mini Lesson - Informational
K-2 Conferencing Video
K-2 Conferencing Video
3-5 Conferencing Video
5-8 Conferencing Video
Writing Workshop Blogs by Grade Level
Writing Workshop Scheduling Ideas
FAQ
What happens when students say, "I don't know what to write about?"
Beginning the year with a heart (or another symbol) filled with things students love or enjoy (and then making a similar one as a poster filled with ideas from the class) becomes the go-to place for seed ideas. Students are able to periodically add to that list in their writer's notebook. New lists can be created with a question mark for things they ponder, an unhappy face with things that make them sad, etc. These lists created from their own minds and hearts are the fuel and inspiration that keep the Writing Workshop topic ideas flowing. The autonomous writing is what keeps students excited about writing and builds their stamina.
What happens when students "finish?"
Students never "finish" in Writing Workshop - there is either additional revising, editing, or peer-editing.....and, of course, another writing piece to begin. That's why it never matters that students work at their own pace. By the end of the unit, however, there needs to be a wrap-up point.
I can only get through 3-5 conferences in a day. How do I make sure the students are getting feedback as needed?
Here are three ideas to allow daily feedback for students:
Teacher Conference List - Be sure to have a schedule set up for conferences, not only for yourself, but also for your students to know when they get to conference with you. This helps your weekly conference pacing and allows students to be cognizant of their turn.
Peer Editing - You can also have peer editing arranged for students who are at that stage of the writing process and who are not on your teacher conference list for that day. This allows for additional students to get feedback.
Author's Chair - Additionally, students who are not on either the teacher conference list or the peer editing list can be on the "Author's Chair" list in order to get class feedback in the form of a "Wish and a Star" when they share their work at the close of the writing class.
How do I incorporate prompt writing in order to celebrate holidays or address state testing?
1) Provide prompts for weekly homework - Give a prompt on Monday and have it due on Friday to share. Students use time management to spend appropriate time pre-writing, drafting, revising, editing, and publishing.
2) Provide weekly or bi-weekly prompt assignments as part of the workshop, as a Daily 5 center, or within another subject area for cross-curricular connections.
3) In addition to the above suggestions, give benchmark assessments using timed prompts at the beginning/end of each unit and/or at checkpoints throughout the year (September, January, and June).
Beginning the year with a heart (or another symbol) filled with things students love or enjoy (and then making a similar one as a poster filled with ideas from the class) becomes the go-to place for seed ideas. Students are able to periodically add to that list in their writer's notebook. New lists can be created with a question mark for things they ponder, an unhappy face with things that make them sad, etc. These lists created from their own minds and hearts are the fuel and inspiration that keep the Writing Workshop topic ideas flowing. The autonomous writing is what keeps students excited about writing and builds their stamina.
What happens when students "finish?"
Students never "finish" in Writing Workshop - there is either additional revising, editing, or peer-editing.....and, of course, another writing piece to begin. That's why it never matters that students work at their own pace. By the end of the unit, however, there needs to be a wrap-up point.
I can only get through 3-5 conferences in a day. How do I make sure the students are getting feedback as needed?
Here are three ideas to allow daily feedback for students:
Teacher Conference List - Be sure to have a schedule set up for conferences, not only for yourself, but also for your students to know when they get to conference with you. This helps your weekly conference pacing and allows students to be cognizant of their turn.
Peer Editing - You can also have peer editing arranged for students who are at that stage of the writing process and who are not on your teacher conference list for that day. This allows for additional students to get feedback.
Author's Chair - Additionally, students who are not on either the teacher conference list or the peer editing list can be on the "Author's Chair" list in order to get class feedback in the form of a "Wish and a Star" when they share their work at the close of the writing class.
How do I incorporate prompt writing in order to celebrate holidays or address state testing?
1) Provide prompts for weekly homework - Give a prompt on Monday and have it due on Friday to share. Students use time management to spend appropriate time pre-writing, drafting, revising, editing, and publishing.
2) Provide weekly or bi-weekly prompt assignments as part of the workshop, as a Daily 5 center, or within another subject area for cross-curricular connections.
3) In addition to the above suggestions, give benchmark assessments using timed prompts at the beginning/end of each unit and/or at checkpoints throughout the year (September, January, and June).