The purpose of this workshop
is to provide educators with a few ideas that have worked in my
classroom. I hope you find the information helpful and useful while
following writing instruction that focuses on the writing process.
All lessons follow this process of prewriting, drafting, revising,
editing, and final publication. I have incorporated the
learning outcomes framework
for Language Arts as recommended by the
Department of Education.
Teachers who establish
'rules of engagement'
early in the workshop will have good success
with students staying on task. Positive reinforcement often works
much better than threatening or cajoling students into better
The changing teacher's role
in writing workshop often leads to students who are willing to risk
telling their narratives. Teachers also should take a risk and write
something to share with students. I found this often helped
reluctant writers to share and attempt to write.
One last part of my
purpose. Spelling. Love -hate relationship. When students first
begin to write, I concentrate on what's good in their writing. I
always get them to read it to me first. I tell them I don't want to
concentrate on the grammar, this way I can hear if the writing is
coherent. From this oral I help them work on the organization, voice,
content, word choice and sentence fluency, leaving proofreading,
revising and editing until last.
[I have a six day cycle- sixty to seventy minutes
My Workshop - One Six Day Cycle
First Day Print out
Expectations for students.
Talk about what
writer's do. Hand out this print copy of
Writer's Handbook. Give one to each student.
Students should make a section in their
portfolio called Write
Space. Next I run off the
daily log. This is kept at the beginning of
this Write Space section. Here is where students actually record
what they plan to write each day of writing workshop.
On a new sheet of paper I have students
decorate "WRITING TERRITORIES"
at the top of the page. This is where I teach
territories. I hand out the example sheet from
Nancie Atwell's binder [or
Copy ] and we discuss what these are.
Students begin jotting down a few writing territories.
Students use a divider
in the Write Space section for Quick Writes.
quick write section. Make this and hand out
some of the
prompts. Some days students write about
their own topics and other days students will
use the prompts. Explain these will be done as
soon as they get to class. Sometimes they will
be timed. But they begin writing as soon after
they sit as they can. Do a six minute quick
write. They do not stop writing during the six
Buy a small
to carry around with them. This often is a big
hit with junior high. They get to share this at
intervals during the workshop.
Mini-Lesson Day 3:
Ten Minute Quick Write. Go over
Behavior Guidelines. Have students write at
least two more things on their Writing
Territories Sheet. I hand out information and discuss
Mini-lesson Day 4:
I begin with a quick write 10 minutes: Today is
an independent day. However I began memoir
writing yesterday so today they will begin their
rough draft and finish it for homework. [Note:
Students will do three or four independent rough
drafts over the next few weeks but will only
proofread, edit, peer edit, teacher conference
one of these and redo a good draft. They will
type it and hand it in to be
Min-Lesson Day 5:
Begin with ten minute quick write. Begin the
lesson on Voice.
You can pick and choose what you want to do from
this page of ideas.
Mini-lesson Day 6:
Quick Write for ten minuets. Today's class in
split in half. I have students share/edit the
memoir with a classmate. Peers give suggestions
and fill in
Each partner keeps their sheet
next to the memoir. If that is the one they will
choose for good draft, then they must use the
suggestions from classmates.
The second half of class I
have students look over their territory list and
begin a piece of their own writing.
The teacher supports the writer through
and by addressing the needs of the writer. Students get to practice strategy lessons that the
teacher has taught.
Students practice writing with
whole group or
partners and learn to use the
traits revision checklist