Launching The Writing Workshop

1. Launching The Writing Workshop

2. The Writing Workshop • Conceptual development: Lucy Calkins / Donald Graves • Influenced by: RegieRoutman and Marie Clay (Reading Recovery)

3. 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

4. Benefits (cont.) • Phonemic Awareness • An authentic setting • Invented spelling to reinforce phonetic process • Direct phonics instruction • Whole class… • Introduce a piece of literature • Select a phonemic element to develop • Children make a class book • Book available during writing time

5. Benefits (cont.) • Increased Fluency in Reading & Writing • Kids reading their own writing • ELL opportunities • Development of oral & written language • Authentic Assessment • Writer’s Workshop provides writing samples • Writing portfolios

6. 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.)

7. Physical Requirements of Writer’s Workshop • A Meeting Place • A Place for Materials and Tools • Carefully Arranged Desks and Tables

8. 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. Short -Term vs. Long -Term Goals

9. 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. Short -Term vs. Long -Term Goals

10. Short Term Goals • Fostering a Love for Writing Time Regular time Choice Your genuine interest • Establishing a Safe Environment Give specific praise Allow drawing for primary students Read aloud “from-the- heart” pieces of writing Use a writer’s notebook Write with your students • Creating Workable Classroom Management Finished Box Unfinished Writing Folder Finished Writing Folder

11. The Writing Cycle • Prewriting/Rehearsing • Rough Drafting • Revising • Proofreading • Publishing

12. 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.

13. Guidelines of the Conference • Listen~ Deep Listening • Be Present as a Reader • Understand the Writer Understand the Writer’s Intention Help Them Achieve their Intention • Build on Strengths • Teach One Thing

14. 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.

15. “Teach the writer NOT the writing.”Lucy Calkins