I had received an few emails asking more about the logistics of my Writing Workshop, so this will look familiar to a few of you (I just cut and pasted into my post... la-zy)
So here is the anatomy of my "New Writer's Workshop"
WARNING: This is a long post, you may want to get a snack and something to drink
1. Students get their writing folder and meet me on my carpet for my mini-lesson. The students sit on their folder to keep the chaos to a minimum. NO PAPER FUSSING ALLOWED
2. Students know this is time for me to model write. I do a LOT to think alouds. Before I added a page, I modeled how I went back and reread the previous pages to be sure what I was going to add would fit in the book. I asked, "So writers, if I wanted to write about what I made for dinner, would that go in this book?" Stuff like that. I did this EVERY day. Because sometimes the kids need to hear it over and over. My kids also helped me think of what else I could add in my book about Theodora. They helped me form the sentence that I would write. Once we had decided on the sentence, I drew the lines for each word. Then I would write the words with their input, "Help me spell 'the'".... (10 minute mini-lesson tops)
3. Before they went off to write, I did my usual "status of the class"... What are you going to write about today? On day two with the books, my question changed to, "Are you going to add to your piece or start a new one." I have let my kids choose a single page (like we had been doing) or starting a book.
4. This week we set the timer for 20 minutes. The students could write, draw, and add words during this time. CONTROL FREAK WARNING: I require my students to use a pencil to draw and crayons to color...no exceptions. I have not embraced the markers yet... just can't seem to go there. I put on classic music while they write (nothing with words...sorry no opera).
5. During this time, I meet with my small group writing kiddos (4 students per day).
6. When there is about 5 mins left on the timer, I say, "Writers, you have about 5 minutes left. If you have not worked on your words yet, please do so." This has been a standard announcement since we started Writer's Workshop on day 1,so they have gotten good at jumping to it.
7. When the timer goes off, I brisk around the room and have the students read their work. They have gotten good at quickly reading it to me (not the case back in Sept.) I quickly jot the words down that I think will be hard to figure out later (this is contrary to the KWR mindset). I usually do the reading recovery check marks above the sounds they were able to write. I praise the heck out of efforts.
8. Those kids who don't have word attempts down I say, "Oh boy, you need to get some words down and I'll be back to check on you." I am moving at a super quick pace. This is not my conferring time (I do that with my small group).
9. Students come back to my rug and sit on their folder, NO PAPER FUSSING ALLOWED
10. My small group shares their writing for the day on the document camera.... Praise, praise, praise.... from me, Kind comment from a peer. (10 minutes)
11. Students then get with their writing partner to share their work. (3-5 minutes)
12. The folder goes back in the pocket chart for the next day.
Whew! Simple...ya... right!
Here is what I modeled this past week.
Here is what one of my students worked on this last week. The print is kind-of small, but if you click on the picture, you will get a larger image.
Here is what I could say about this writer:
Composing
He is able to generate his own topic for writing.
He can hold the language in his memory while he transcribes his message.
He returns to the beginning of the sentence and will reread if he needs to remember the next word.
His writing contains a logical and sequential order.
Transcribing
He says words slowly and records the sounds he hears.
He uses our classroom resources (word walls) although,not all of our word wall words are spelled correctly.
He uses spaces between his words.
He writes some high-frequency words correctly.
He uses punctuation.
My goals for him?
He is a risk taker, so I am planning on challenging him to vary the way he starts his sentences. These all start with "I am" and I think he is ready for a little sentence variety.
I could also challenge him to go back and reread for correctness. I think he could do a little revising for clarity.
I am sure there are more ways my conference could go... Wanna give me your ideas?
