Writing workshop: Writing instruction that WORKS
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Writing workshop: Writing instruction that WORKS
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Writing workshop: Writing instruction that WORKS
- 1. The Writing Workshop: Writing Instruction that Works
- 2. Essential Questions • How will implementing the writing workshop approach transform my writing instruction? • How will participating in a writing workshop help each of the students in my classroom develop as a writer?
- 3. Learning Objectives • I can articulate the benefits and essential characteristics of the writing workshop approach, including how it is different from simply teaching the writing process. • I can implement the key components of the writing workshop: teach minilessons, facilitate writing time/confer with individual students, and facilitate sharing time
- 4. Reflect on your own writing process Think-Draw-Pair-Share • Think of something you’ve written recently • Quickly sketch your writing process (2 min.) • Share your sketch and your story with a partner • Discuss any similarities, differences, or patterns you notice
- 6. Why Writing Workshop? • Writing is something you do, not something you know. • Students need lots of time to write so they can gain experiences as writers. • We can do our best teaching when we respond to students in engaged in the act of writing, and they can apply the learning in context. The Writing Workshop: Working Through the Hard Parts by Katie Wood Ray, pp. 29-40
- 7. Benefits of the Writing Workshop • Students develop independence and motivation to be writers. • Students develop a sense of self as writers: ways of reading the world like writers, collecting ideas, reading texts like writers, developing a sense of craft, and so on. • Students learn to write by writing. The stages of writing occur naturally as they work on authentic writing projects. • Students develop personal writing processes that work for them. The Writing Workshop: Working Through the Hard Parts by Katie Wood Ray, pp. 29-40
- 8. Benefits of the Writing Workshop • Students develop a thoughtful, deliberate purpose about their work as writers. • Students become members of a responsive, literate community. • Students develop a sense of audience, an understanding of how to prepare writing to go into the world. • The more students write – and write about what really matters to them – the more they develop into able thinkers. The Writing Workshop: Working Through the Hard Parts by Katie Wood Ray, pp. 29-40
- 9. Essential Characteristics • Choices about Content • Time for Writing • Teaching • Talking • Periods of Focused Study • Publication Rituals • High Expectations and Safety • Structured Management The Writing Workshop: Working Through the Hard Parts by Katie Wood Ray, pp. 1-15
- 10. Choices about Content • Students choose their own topics for writing • Students learn how to select meaningful topics Time for Writing • Students work on writing for sustained periods of time – to experience flow • Schedule needs to be predictable and routine
- 11. A Writing Workshop Class Period • Minilesson: 5-10 min. • Independent writing/conferences: 35-45 min. • Sharing time: 10-20 min. Writing Workshop: The Essential Guide by Ralph Fletcher and JoAnn Portalupi, p. 11
- 12. Teaching • Minilessons: whole class • Conferences: individual Talking • “Writing floats on a sea of talk.” James Britton • Writers need to talk about their writing
- 13. Periods of Focused Study • Units of study: e.g., the writer’s notebook, the craft of writing (mentor texts), the process of publication, or a particular genre study Publication Rituals • Author’s chair • Authentic audiences • Real world purposes
- 14. High Expectations and Safety • Choosing not to write is not a choice • Every student needs to feel challenged and safe Structured Management • Management structures: time, space, materials, publication expectations, what to do next . . . • Status of the Class
- 15. Save the Last Word for Me Purpose: To clarify and deepen our thinking Roles/Timing: Timekeeper, facilitator The process is designed to build on each other’s thinking, not enter into a dialogue. Each round should last approximately 3 minutes. Source: School Reform Initiative
- 16. Save the Last Word for Me Protocol: 1. Create a group of 4 participants. Choose a facilitator and a timekeeper. 2. Each participant silently identifies what s/he considers to be the most significant of the essential characteristics and why. 3. When the group is ready, a volunteer identifies the characteristic s/he found to be most significant. The first person says nothing at this point about why s/he chose that particular characteristic. Source: School Reform Initiative
- 17. Save the Last Word for Me Protocol, cont.: 4. The other 3 participants each have 30 seconds to respond, saying what they find important or meaningful about this characteristic. 5. The first participant then has 1 minute to state why s/he chose the characteristic and/or respond to what his/her colleagues said. 6. The same pattern is followed until all four members of the group have had a chance to have “the last word.” Source: School Reform Initiative
- 18. Units of Study Beginning of the Year: Setting up the writing workshop • Norms and Expectations • Workshop Procedures and Routines • The Writing Process • Writers’ Notebooks • Building Stamina • Reading Like a Writer (Mentor Texts) • Aspects of Writers’ Craft Later in the Year: Author Study and Genre Study Each Unit Cycle = 3-5 weeks
- 19. The Minilesson The whole group of students is engaged in a directed lesson, usually by the teacher, but a lesson my also be taught by a student or a guest. The Writing Workshop: Working Through the Hard Parts by Katie Wood Ray, p. 55
- 20. Minilesson Topics The topic of the mini-lesson varies according to the needs of the class, but it typically falls into one of the following categories: • Procedural • Writer’s process • Qualities of good writing • Editing skills Writing Workshop: The Essential Guide by Ralph Fletcher and JoAnn Portalupi, pp. 10-11
- 21. Minilessons Across the Process • Prewriting – Generating Notebook Entries – Choosing an Idea – Developing an Idea • Drafting • Revising and Crafting • Editing • Publishing The No-Nonsense Guide to Teaching Writing by Judy Davis and Sharon Hill, pp. 27-30
- 23. Gallery Walk
- 24. “A writer’s notebook gives you a place to live like a writer . . .” Ralph Fletcher
- 25. Why Notebooks? The principle, the purpose—not the name—is what’s important . . . • A place for students (and writers) to save their words—in the form of a memory, a reflection, a list, a rambling of thoughts, a sketch, or even a scrap of paper taped on the page. • A place for students to practice writing • A place to generate text, find ideas, and practice what they know about spelling and grammar Notebook Know-How by Aimee Buckner, pp. 4-7
- 26. The Purpose of the Writer’s Notebook • The most important aspect of a notebook is that it allows students the practice of simply writing . . . in what ever form. • Writing, rereading, reflecting, and writing some more promotes fluency. • Keeping a notebook is a process. (It) leads you from one thought to another until you experience the writer’s joy of discovering something you didn’t know you knew. Notebook Know-How by Aimee Buckner, pp. 4-7
- 27. Demo Minilesson The Power of Listing • What kinds of lists do people make? • Why do people make lists? • What do lists help us do?
- 28. Demo Minilesson Listing Your Life • People who are important to you • Places that are significant to you • Objects that are meaningful to you
- 29. Rules for Freewriting • Keep writing the whole time. • Don’t erase or cross out; just keep writing. • If you get stuck, rewrite the last few words over and over until you start writing something else. • If you finish telling about one idea, just choose another idea to explore and keep writing!
- 30. Practice Modeling • Take turns playing the role of teacher/class • The teacher shares his/her piece of writing with the class • The student(s) ask questions and the teacher makes notes to guide further drafting/revision • The teacher captures and summarizes the kinds of questions that are helpful to the writer for students to use in peer conferences
- 31. Writing Time Students work as writers (which may include both time to write and writing inquiry) while the teacher confers with individuals or small groups. The Writing Workshop: Working Through the Hard Parts by Katie Wood Ray, p. 55
- 32. “A conference is a conversation between a learner and a coach.” Lucy Calkins
- 33. Conference Fundamentals • Listen • Be present as a reader • Understand the writer • Follow the student’s energy • Build on strengths • Teach one thing Writing Workshop: The Essential Guide by Ralph Fletcher and JoAnn Portalupi, pp. 52-55
- 34. Architecture of a Conference • Research – What are you working on? – How is it going? • Compliment – Reference to previous teaching points – Be very specific • Teaching Point – Applies to the writer, not just the writing – Explicit and focused • Next Steps – Challenge to try it – Commitment to checking back
- 35. Practice Conferring • Take turns playing the role of teacher/student • The teacher guides the conference – Research – Compliment – Teaching Point – Next Steps • The student responds
- 36. Sharing Time Students share strategies, problems, and insights from their day’s work as writers. Sharing may be done as a whole group, in smaller groups, or in pairs. The Writing Workshop: Working Through the Hard Parts by Katie Wood Ray, p. 55
- 37. Sharing Time • Simple Response Share • Survey Share • Focused Share • Student-as-Teacher Share
- 38. An Ideal Writing Workshop Looks like . . . Sounds like . . .
- 40. References
- 41. References
Notes de l'éditeur
- Welcome participants Introduce yourself as appropriate This is the first of a professional development series designed to support the district’s writing initiative. Today’s session will introduce the writing workshop approach. The other sessions will focus on the six traits of writing, which can and should be taught in the context of the writing workshop. The writing workshop is an important component of balanced literacy. It is the other side of the reading workshop coin. The writing workshop provides extended, authentic opportunities for students to engage in writing. Learning writer’s craft from mentor texts, and learning to read like a writer deepens the reading/writing connection for students. The writing workshop is a valuable complement to the Literacy Design Collaborative work. The LDC modules describe the content of the writing instruction, the what but not the how. Implementing the writing workshop and teaching the six traits of writing within the writing workshop environment will be the means to teaching the writing described in the LDC modules.
- Ask participants to think of a recent time when they wrote something that mattered for someone who mattered and to draw a quick sketch of their writing process. Model with your own example: briefly describe what you wrote, who your wrote it for, and show your sketch. Have participants turn and talk with a partner – share their recent experiences writing something and the sketches of their writing process Invite volunteers to share with the whole group – listen for and discuss the similarities, differences, and/or patterns that emerge
- Emphasize that the writing process is idiosyncratic: it varies from person to person, from instance to instance It’s also recursive, not linear, the writer loops back through the various stages throughout the process of producing a piece of writing There is an important difference between doing the writing process and participating in a writing workshop: In classrooms where the emphasis is on doing the writing process, the focus is improving each piece of writing – the focus is on the process and the products. But in classrooms where students are engaged in a writing workshop, the focus is on the writers, rather than the process or the individual finished pieces. Writing workshop is about helping each student develop and grow as a writer, one who uses his/her own idiosyncratic version of the writing process to produce meaningful writing. The writing workshop is a time and place for students to use the writing process and make it their own, not just do the writing process step by step.
- Footnote: There are three basic ways to differentiate instruction – based on content, process, and product – the writing workshop approach encompasses all three!
- Introduce the 8 essential characteristics of the writing workshop. Use the next five slides to describe and explain each characteristic in detail. Footnote: Nancie Atwell summarizes the following conditions of a writing workshop: A Predictable Structure Regular Time Choice Workmanlike Atmosphere Response During Writing Minilessons Demonstrations Work in Genres Conventions and Editing Publication/Going Public Source: Lessons That Change Writers, pp. xvii-xix
- Choices about Content At it’s heart, writing is about having something meaningful to say. In order to write well, students need to have a good reason to need to write well. This means being personally invested in their topic for writing. Even when you are teaching a particular genre of writing, there is no need to choose the topic for them. Students will need to learn how to identify and select meaningful topics, so this needs to be part of our curriculum (taught through minilessons and conferences). Yes, you will occasionally give students the opportunity to practice writing to a prompt, but this is teaching about testing, not teaching about writing. And the more students have practice generating their own topics for writing, the broader the writing territory they will have to draw from when faced with a prompt. Time for Writing Explain flow Sustained periods of time: Ideally, at least 35-45 minutes of writing time, 3-5 times per week Rule of Thumb: at least as much time spent should be spent on individual writing as time spent on minilessons and sharing combined Even better: 10-minute minilesson, 40 minutes of writing time, 10-minute sharing time High school block schedule is ideal for this Middle school schedule – you may need to think about segmenting the week rather than the day, for example: Monday: minlessons and inquiry, Tuesday-Thursday: independent writing time, Friday: sharing time Writing workshop time needs to be predictable and routine Footnote: According to Don Graves, student writers need just 3 things: Ownership of form and subject (choice) Feedback from other writers Time to draft and revise (time)
- Note: If you are using the Reading Workshop model in your classroom, this structure will be very familiar . . . Minilessons The whole group of students is engaged in a directed lesson, usually by the teacher, but a lesson my also be taught by a student or a guest. Of all the workshop components, this one looks closest to traditional teaching/direct instruction. Minilessons are short, focused, and direct. The teacher has something specific to teach; she gathers the students together briefly to teach it. Writing Time Students work as writers (which may include both time to write and writing inquiry) while the teacher confers with individuals or small groups. The majority of the workshop time should be devoted to actual writing. Students should not be completing teacher-assigned writing projects, but rather working on writing projects they have set out for themselves. Students are rough planning, drafting, rereading, revising, proofreading, conferring with other students or conferring with the teacher. Sharing Time Students share strategies, problems, and insights from their day’s work as writers. Sharing may be done as a whole group, in smaller groups, or in pairs. Response occurs throughout the workshop in the form of teacher-student and student-student conferences. But students also need opportunities to share their writing with the whole class. Students will need coaching in how to give and receive response to each other’s writing.
- Teaching Teaching primarily takes two forms in the writing workshop: 1) gathering the whole class together at the beginning of the workshop period for a very brief, focused minilesson; and 2) conferring with individual students during independent writing time Individual student conferences are a prime example of formative assessment in the writing workshop Other opportunities for teaching the writing workshop environment include: small-group teaching, students sharing the strategies and techniques they are using, and peer conferences. Note: Students will need minlessons on how to engage effectively in peer conferencing. We will look at minilessons and conferences in greater depth later in the session. Talking Students need opportunities to talk about their work at all stages of the writing process. Student writers benefit from talking about their ideas during prewriting, having a partner ask them questions during drafting, and asking for input during revision and editing, as well as reading their finished work aloud and receiving feedback on finished/published pieces. *This is where collaborative conversation is a key component of the writing workshop
- Periods of Focused Study The teacher organizes the curriculum into units of study that focus on particular genres and skills. You will still be following the scope and sequence in the TEKS Resource System and implementing your LDC units. Writing workshop gives you the method for teaching each of those units of writing. Publication Rituals Writing workshops operate on the assumption that students will be working toward publication on various writing projects throughout the year. Each unit of study provides a publication deadline for students to work toward. But during each unit, there are also multiple opportunities for students to explore and experiment – not every piece of writing will go to the publication stage; many will not. Some classrooms have an “author’s chair” where students sit when they share a piece of writing with the class. It’s important for students to be able to publish to audiences beyond the classroom as well: the school community, parents, neighborhood, other local community audiences with an interest in the work students are doing. Authentic audiences are necessary for students to be invested in doing their best writing by revising and editing.
- High Expectations and Safety Challenge means there is always something else for students to work on – even a gifted writer has room to grow. Safety means it’s okay for struggling writers to do what they are capable of doing with writing and to grow from there. Structured Management Time: keep writing at the center Space and Materials Place for keeping writers’ notebooks Space for peer conferencing Author’s chair for sharing Expectations: anchor charts and resources for students Status of the Class: At the end of the minilesson, have each student declare what s/he is going to be working on that day. This can be done orally or using a wall chart.
- Transition: Before we look at the three components of the workshop in depth – the minilesson, writing time, and sharing time – let’s step back and look at the big picture. Over the course of the year, you will want to organize your writing instruction into a sequence of units. Each unit of study will provide students with the opportunity to practice all the writing skills and concepts introduced in that unit and to ultimately produce a published piece of writing. After collecting ideas and generating notebook entries, students choose a notebook entry or entries that contain an idea they would like to work on toward publication. Students draft, revise, and edit this piece throughout the rest of the unit. In the beginning of the year, you will want to focus on launching the writing workshop environment, you will have more procedural minilessons, and you will be helping students develop the habits and routines to be successful in the workshop for the rest of the year. Units of study typically fall into two categories: genre study and author study Each unit cycle usually lasts 3-5 weeks; so for each nine weeks, you will want to plan for 2 or 3 units of study Footnote: For sample unit plans, see Davis and Hill, pp. 20-22 and Ray, pp. 200-201 For yearlong unit overviews, see Fletcher and Portalupi, pp. 126-127, Davis and Hill, p. 20, and Ray, pp. 137-138
- Procedural: important information about how the workshop runs – how to get or use materials, where to confer with a peer, etc. Writer’s process: strategies writers use to help them choose, explore, or organize a topic, techniques for revising a piece of writing, etc. Qualities of good writing: information to deepen students’ understandings of various techniques: precise language, strong leads and ending, etc. Editing skills: information to develop their ability to apply correct grammar, punctuation, spelling, etc.
- In your writer’s notebook, or on a piece of paper if you don’t have your notebook with you . . . Brainstorm a list of the kinds of lists people make Why do people make lists? What do lists help us do? To remember, to organize, to prioritize Making lists also helps us generate new ideas Students will usually relate to the experience of making a wish list (birthday presents, etc.) and thinking of additional items (new ideas) as they made the list
- Listing your Life Finding your own topic for writing is like being an archaeologist, sifting through the sands of your life, finding things that are significant to you. Fold your sheet of paper into three columns In the first column, list at least 5-6 people in your life. People—past and present (my grandfather who passed away, my friend who moved and we lost touch with each other) In the second column, list at least 5-6 places from your life. Places—be specific (not just my grandma’s house or her back yard, but the place in her magnolia tree where four branches came together and I could sit for hours) In the third column, list at least 5-6 objects. Objects—be specific (not just my photo album, but a specific photo of my dad pushing me in a swing when I was five years old because I remember that day) Note: for each item on these lists, students can then brainstorm all the stories and anecdotes they could write about each item Later, when you are doing test prep, it is valuable to have students look back at their lists to see all the topics they could use to respond to a given prompt
- Briefly explain the concept of freewriting and review the “rules” Freewriting is writing to discover Begin with what’s on your mind at that particular moment – allow it to take you anywhere – keep going until you get to a big idea Have participants choose one of the topics from their lists and write for 4 minutes
- Typically, we would have several pieces of writing to choose from and perhaps have spent more time working on a piece before sharing it with others for feedback But in the interest of time, we’ll move on to practice modeling using the freewriting we just did
- “Many teachers have discovered that one of the most powerful ways to teach students to be better writers – if not the most powerful way – is to sit beside them and confer with them as they write.” Carl Anderson
- During independent writing time, the teacher moves around the room, conferring with individual students at their desks. To begin the teacher either listens to the writer read aloud or reads the writing silently to him/herself. You don’t have to read the whole piece. Keep conferences short.
- The conference (conversation) comprises four steps: Research: Ask the student open-ended questions (see additional questions on the handout). During this part of the conference, the student should be doing most of the talking. Compliment: Find something specific to tell the student that s/he is doing well. If possible, praise the student for applying new learning from recent minilessons or previous conferences. Don’t skip this step! Teaching Point: Determine one thing that will be helpful to teach this student writer at this particular moment in time. Don’t just focus on improving the piece of writing at hand, think in terms of supporting the student’s development as a writer. Show the student how to try something new in his/her writing in this piece and in future writing. Next Steps: Make sure the student jots down what they’ve learned, or write it on a sticky note for them and put it in their writer’s notebook. Let the student know you will be checking to see how this new writing skill or strategy is going. Record: After each conference, make a note of your complement and teaching point on you conference record.
- Simple Response Share Students share with a partner or small group and get feedback. Example feedback stems: I like . . . I notice . . . I wonder . . . Survey Share Everyone shares with the whole class, for example: Share a line in your draft that you think is particularly well crafted. Share a line or phrase from your writer’s notebook that you collected while you were outside of class. Share a single striking word that you really like from your draft. Share an insight you’ve had over the last week about writing. Share your plans for tomorrow in writing workshop. Share the one thing you really want to work on as you revise. Share a crafting technique you are going to try. Share the name of an author you are learning from as a writer. Share the seed idea for your current writing project. Share one thing you’ve learned from another writer in the room. Share something you are struggling with as a writer. Share how you would finish the statement, “As a writer right now I . . .” (Katie Wood Ray, pp. 179-180) Focused Share Similar to the survey share, but with a partner or small group. Student-as-Teacher Share Based on observations made during student conferences, the teacher asks one or two students to share something they’re doing or something they’ve talked about in the conference. Katie Wood Ray, pp. 177-185
- Looks like . . . If you were to walk by the classroom and peer in the window every day, what are all the things you would see the teacher doing over time? What would you see the students doing? What else would you see? Sounds like . . . If you could just listen through the walls and hear what was happening in the classroom every day, what would you hear the teacher saying over time? What would you hear students saying? What other sounds would you hear?