Writer's Workshop is a time to grow proficient writers. After a whole group mini-lesson, the students work with writing buddies. While the students work with their buddies around the room, I conference with individual students, small groups students, or small groups of boys, and small groups of girls.
Click on the pictures to enlarge.
Click on the pictures to enlarge.
Mini-Lessons:
We always do our mini-lessons at the beginning of writing time. Together, we meet at the carpet by the easel. I use a couple of meaningful resources for my mini-lessons. I use Craft Lessons by Ralph Fletcher and JoAnn Portlupi and Mentor Texts: Teaching Writing through Children's Literature, K-6 by Lynne R. Dorfman and Rose Cappelli. I also use Jmeacham's writing mini-lessons too! These resources are full of rich lessons to help my students become successful writers.
We always do our mini-lessons at the beginning of writing time. Together, we meet at the carpet by the easel. I use a couple of meaningful resources for my mini-lessons. I use Craft Lessons by Ralph Fletcher and JoAnn Portlupi and Mentor Texts: Teaching Writing through Children's Literature, K-6 by Lynne R. Dorfman and Rose Cappelli. I also use Jmeacham's writing mini-lessons too! These resources are full of rich lessons to help my students become successful writers.
I Can Chart:
At the beginning of the year, I model and review expectations during writing time. Together we create a writer's workshop I Can chart.
At the beginning of the year, I model and review expectations during writing time. Together we create a writer's workshop I Can chart.
Writers Block:
Sometimes during writing time, the kids don't know what to write about. Together, we brainstorm a list of things or ideas we can write about. I place the question, When our brains feel empty what can we write about and their ideas in the pocket chart. The students use this chart throughout the year to help spark ideas!
Sometimes during writing time, the kids don't know what to write about. Together, we brainstorm a list of things or ideas we can write about. I place the question, When our brains feel empty what can we write about and their ideas in the pocket chart. The students use this chart throughout the year to help spark ideas!
6 Traits Anchor Chart Posters:
These posters are inspired from the book 6+1 Traits of Writing by Ruth Culham. I place student work under each category for writing anchor charts.
These posters are inspired from the book 6+1 Traits of Writing by Ruth Culham. I place student work under each category for writing anchor charts.
| 6 Traits Posters |
Writing Buddies:
I group my students heterogeneously for writing buddies. I make changes twice a quarter. This way the students are able to work with different peers to help strengthen their writing skills.
I group my students heterogeneously for writing buddies. I make changes twice a quarter. This way the students are able to work with different peers to help strengthen their writing skills.
10 Steps to Writer's Workshop:
I use this chart to help students remember the steps of writer's workshop. I saw this on JMeacham's site and thought it was brilliant, so I made one to use with my students!
I use this chart to help students remember the steps of writer's workshop. I saw this on JMeacham's site and thought it was brilliant, so I made one to use with my students!
Conferencing Notebook:
When I conference with children and groups, I make sure to record notes. This helps me remember what we discussed and what skill the child wants to work on. That way the next time we conference, I can start our conversation by using my notes. Inside the notebook, I have a blank page for notes and a monthly writing checklist.
When I conference with children and groups, I make sure to record notes. This helps me remember what we discussed and what skill the child wants to work on. That way the next time we conference, I can start our conversation by using my notes. Inside the notebook, I have a blank page for notes and a monthly writing checklist.
What if students need to conference with me before I can get to them?
We use conference cups. If the students do not need to conference with me, then their cup is flipped down. If they need to conference with me, then their cup is flipped up. I can easily peruse the room and see what cups are flipped up. This eliminates interruptions and poking!
We use conference cups. If the students do not need to conference with me, then their cup is flipped down. If they need to conference with me, then their cup is flipped up. I can easily peruse the room and see what cups are flipped up. This eliminates interruptions and poking!
Summarizing:
After writing time, we always come back together to summarize what we have learned. This is a great time for the students to self-assess. It is a chance for the students to share what they have done during writing.
A few examples include:
- I used details.
- I used punctuation at the end of my sentences.
- I used lots of adjectives to describe my nouns.
- My setting is....
- My characters are...
- My text and my illustration match each other.
After writing time, we always come back together to summarize what we have learned. This is a great time for the students to self-assess. It is a chance for the students to share what they have done during writing.
A few examples include:
- I used details.
- I used punctuation at the end of my sentences.
- I used lots of adjectives to describe my nouns.
- My setting is....
- My characters are...
- My text and my illustration match each other.
Share Time:
It is very important for the students to share their work. At the end of our summarizing time, a few days a week, we share our writing. We may partner share, small group share, popcorn share, or indivually share in our special Georgia chair. After our work is read to our friends, it is important for the audience to give feedback. We always give 1 star and 1 wish. The star is something we like about their work. The wish is something we wish they included. The students love hearing from their peers and remember the stars and wishes!
It is very important for the students to share their work. At the end of our summarizing time, a few days a week, we share our writing. We may partner share, small group share, popcorn share, or indivually share in our special Georgia chair. After our work is read to our friends, it is important for the audience to give feedback. We always give 1 star and 1 wish. The star is something we like about their work. The wish is something we wish they included. The students love hearing from their peers and remember the stars and wishes!
