launching the writing workshop. 2 the writing workshop conceptual development: lucy calkins /...

Launching The Writing Workshop

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The Writing WorkshopConceptual development:

Lucy Calkins / Donald Graves Influenced by:

Regie Routman and Marie Clay (Reading Recovery)

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Benefits of Writer’s Workshop

Increased self-esteem Individualized to meet student needs Children tell their stories Children are authors

Student empowerment Children compliment and celebrate Students learn to listen to each other

Risk-free Environment Children write freely using invented

spelling

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Benefits (cont.)

Phonemic AwarenessAn authentic settingInvented spelling to reinforce

phonetic processDirect phonics instruction

Whole class…Introduce a piece of literatureSelect a phonemic element to developChildren make a class bookBook available during writing time

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Benefits (cont.)

Increased Fluency in Reading & WritingKids reading their own writing

ELL opportunitiesDevelopment of oral & written language

Authentic AssessmentWriter’s Workshop provides writing

samplesWriting portfolios

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Three Components of Writer’s Workshop

The three components that make up the writing workshop:

Mini-lesson (10-15 min.)

Writing Time (30-45 min.)

Sharing (5-10 min.)

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Physical Requirements of Writer’s Workshop

A Meeting Place A Place for Materials and Tools Carefully Arranged Desks and

Tables

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Short -Term vs. Long -Term Goals

Short-term goals such as getting the students to love writing, establishing a safe environment so that students can take risks in their writing, and setting up a workable management system to handle flow of paper, folders, and so forth.

Long-term goals are the goals that are included in the Language Arts curriculum. These goals are detailed and may cause panic as to “how on earth” is anyone going to cover so many items.

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Short -Term vs. Long -Term Goals

Short-term goals: *getting students to love writing *establishing a safe environment so that students can take risks in their writing *setting up a workable management system to handle flow of paper, folders, and so forth.

Long-term goals: *Goals included in the Language Arts curriculum of the Iowa Core *These goals are detailed and may cause panic as to “how on earth” is anyone going to cover so many items.

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Short Term Goals

Fostering a Love for Writing TimeRegular timeChoiceYour genuine interest

Establishing a Safe EnvironmentGive specific praiseAllow drawing for primary studentsRead aloud “from-the- heart” pieces of writingUse a writer’s notebook Write with your students

Creating Workable Classroom ManagementFinished BoxUnfinished Writing FolderFinished Writing Folder

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The Writing Cycle

Prewriting/Rehearsing

Rough Drafting

Revising

Proofreading

Publishing

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Conferring with Writers

The writing conference lies at the heart of the writing workshop.

You get to engage with students in a unique on-on-one interaction.

The conference session allows you to talk with a student, get dialogue going, make a suggestion, and exit.

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Guidelines of the Conference Listen~ Deep Listening

Be Present as a Reader

Understand the Writer Understand the Writer’s IntentionHelp Them Achieve their Intention

Build on Strengths

Teach One Thing

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Bibliography

Calkins, L. Martinelli, M. (2006). Launching the Writing Workshop. Portsmouth, NH:Heinemann.

Fletcher, R. Portalupi, J. (2001) Writing Workshop The Essential Guide. Portsmouth, NH:Heinemann.

Hill, B., (2001). Devlopmental Continuums Writing Self-Evaluation Checklists. Norwood, MA:Christopher-Gordon Publishers.

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“Teach the writer NOT the writing.”

Lucy Calkins