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Writing Workshop creates a consistent, predictable environment where students acquire skills, fluency, and confidence in writing as well as a desire to see themselves as authors. Lessons in writing presented include writing as a process, writing. strategies, and writer's craft. Lessons are short, focused, direct and done in whole-group instruction. Learners plan and generate writing, compose drafts, obtain feedback from the teacher and/or writing partners, revise compositions, edit compositions (their own) and practice writing as a craft. Meanwhile, the teacher may conference with students individually with a marked focus on guiding the writer to improve his/her craft. Teacher may also elect to work strategically with small groups (two to four students) who have similar needs utilizing "breakout " rooms. Selected writing examples, i.e., compositions or author trade books, chosen by the teacher serve as outstanding examples for modeling writing and are used to teach writer's style, conventions, text structure, word choice, craft, and genre. Some mentor texts are returned to again and again for reference over many weeks.
Writing Workshop empowers students to own their roles as writers. Teacher supports learners in growing as writers through teacher directed mini-lessons, assigned independent writing, and sharing compositons in group class sessions. Sharing provides the writing community with a time to share writing and revisit new learning. Students may share writing, provide connections made between mini-lessons and finiished compositions. The use of mentor text and selected student written texts support learners by providing quality examples of writing as reference while composing their own original writing. This class involves writing discussion, modeling writing procedures, writer behaviors, and writing quality expectations in the form of writing rubic as an assessment tool.
Student work will follow the writing process for developing writers:
1. Prewriting/Brainstorming and planning: should use a graphic organizer, sketches, anything that gets your ideas flowing
2. Draft/Writing: point out student’s lack of attention to detail; the idea is to get thoughts down
3. Read, Respond, and Revise: point out the importance of reading what is written; making changes
4. Teacher Conference/ Responding: (you can’t model this, but explain to students what will happen)
5. Revise and Edit: tell students at this point they will return to their draft and make changes discussed in conference
6. Proofread: students will submit edited draft to a peer and then to teacher for final proof reading
7. Publishing: the proofread draft is returned for final copying and publishing
