Through Writers Workshop: Pre K-2 nd Grade

1. Fostering Writing Superheroes Through Writers Workshop: Pre K-2nd Grade Katie Santos, Jen Konschak, Megan Marchino, Jamie DZik, and Kelly Ryan

2. What do you know about Writers Workshop? What is your experience with utilizing Writers Workshop? Turn and Talk

3. Components of Writers Workshop • Writers Workshop is a framework for writing instruction and writing in the classroom.

4. Mini-Lessons

5. Mini lessons take place at the beginning of the writing workshop and should last about ten minutes. They should not be any longer than 15 minutes. • Students should be gathered at a central location, for example the carpet. • During this time, the teacher clearly states the teaching point for that day. • The teacher then models the skill or strategy they are teaching. • Finally, the students are given a chance to practice the skill or strategy while still gathered together.

6. Writing Time

7. What does it look like? • “There is very little a teacher can do from the front of the room that will turn someone into a skilled swimmer or oboe player or writer-because the learner needs to do much of the work” Lucy Calkins • Students are writing independently the entire time using what they have learned in the mini-lesson (that day’s mini-lesson or a previous one) • Students may be working on an ongoing piece or beginning a new one • Students determine the topics they will write about • Within any unit of study students will work on a lot of writing pieces instead of a culminating piece • The teacher is conferring with individuals or small groups

8. What materials are available to the student? • Writing booklets and/or writing paper • Pencils, colored pencils, markers, erasers, scissors, glue sticks • Writing folder with useful handout for organizing writing/ getting ideas

9. Conferring

10. How could this happen in a “normal” classroom? There is never enough time! • Brief and productive • Sit along side child • Remain at eye level with one another • Have the child tell you about his/her writing piece • Focus only on the content • Teach one point • Take anecdotal records

11. Structure for Conferences Research: • What are the child’s intentions? How has writing been for you? What are you working on as a writer? Name the child’s accomplishments and remind to use in the future while writing. Decide: What is the one thing you could teach that child that would have the greatest impact? What will you teach and how? Teach: Explicitly teach the child a skill that he/she will use often. Act as a coach and help use what the child already knows to lead him/her to the next step. Link: Name the child’s accomplishments and remind to use in the future while writing.

12. Writing Partners

13. Students who are paired together for an extended period of time to explore writing. • Helps to push their thinking and clarify their ideas. • Learn to share their writing to become a community of learners. • Helps the workshop run more smoothly, students know exactly who to turn and talk to. • Sometimes partners meet sporadically after choosing and entry from their writers notebook to publish. Students will help each other improve their first draft of writing. • Checklists for sharing, revising, and editing can serve as guides for partners.

14. Sharing

15. Lucy Caulkins, “Students learn that words can move an audience, can provoke a ‘me too’ reaction, and can make people laugh and cry.” • The final part of the writing workshop is sharing writing. Time must be provided for sharing at the close of writing workshop. This is the time children reap the rewards of their hard work and allow you to use their samples to teach and reinforce skills. • Importance of public speaking, eye contact with audience, speaking clearly. • During share time students contribute what they did during their independent writing time, either with the whole group or with a peer. This gives students the opportunity to observe and learn from each other. “Share Chair” or “Share Rug” • Lead the students in applauding for each and every child who shared their writing. • After a student shares his/her work, ask for a compliment from the audience. Model the use of specific praise. Example: “I like how you used the word “rippled” to describe the water.” • Each unit should end with a celebration where students are able to share their writing pieces perhaps with another class or with parents