1. Writing Workshop Overview

2. CCSS and Writing Workshop
The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design…the house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner-while also meeting the building code along the way. (Wiggins and McTighe)

3. CCSS and Writing Workshop
Standards
Skills / Strategies Addressed
WW Connection
W 1 - 3
Narrative, Opinion, and Informational Writing
Units of Study
W 4
Clear, developed, and organized
Minilessons / Teaching Points
W 5
Plan, revise, edit
Writing Process
W 6
Use technology to produce/publish
Publishing, Celebration
W 7
Conduct short research projects
W 8
Recall / gather info from print, take notes
W 9
Draw evidence
W10
Write routinely over extended time
Daily Writing Workshop

4. Writing Workshop Basics Philosophy of Writing Workshop
Writing Workshop is not a program - it is an approach that…
Encourages independence
Gives writers a high degree of choice within a framework and genre
Has a regular and consistent structure
Builds stamina and volume in writing – Students write everyday!
Teachers teach writing everyday!
Focuses on the PROCESS of writing, not just the PRODUCT
Uses literature to teach the craft of writing

5. Writing Workshop Basics Room Environment
Meeting Area in the classroom (even in upper grades)

6. Writing Workshop Basics Room Environment
Writing Center

7. Writing Workshop Basics Materials
Pens (black and colors)
Writing Folders (K-2)
Writing Notebooks and Drafting Folders (3-6)
Teacher Notebook and Folder
Paper Choices
Charts
Mentor Texts
Other* (staplers, tape, revision strips etc.)
* Teach them how to use it before you put it out!

8. Structure of a Day Parts of a Writing Workshop
Set Up Routine
2-3 minutes
Mini Lesson
8-12 minutes
Independent Writing Time minutes
Mid Workshop Interruption
Partner Work
Strategy Group Lesson
Conferences
Teaching Share
5-10 minutes

9. Structure of a Day Set Up Routine

10. Structure of a Day The Mini Lesson
Has one clear teaching point that is stated multiple times
Lasts only 8-12 minutes
Has 4 parts:
Connection
Teach
Active Engagement
Link

11. Structure of a Day The Mini Lesson
Connection:
Students learn why today’s instruction is important to them as writers and how the lesson relates to their prior work. The teaching point is stated.
“Yesterday, we…”
“I noticed…”
“Today I want to teach you…”

12. Structure of a Day The Mini Lesson
Teach:
The teacher shows the students how writers go about doing whatever is being taught. We may teach by demonstrating (modeling how and when writers use this strategy or concept in their work rather than simply telling what writers do); explaining and showing an example; involving the class in a shared inquiry; or taking them through guided practice.
“Watch me…”
“Today I will show you…”

13. Structure of a Day The Mini Lesson
Active Engagement:
After we teach something, students are given a chance to quickly practice what has just been taught or to share noticings about the demonstration in order to understand a kind of thinking about writing that they can try in their own work.
“Now it’s your turn to try…”
“Turn to your partner…”

14. Structure of a Day The Mini Lesson
Link:
The teacher reiterates what has just been taught, adding it to student’s growing repertoire. Students are reminded that today’s lesson pertains not only to today, but to every day and to strengthen their writing for the specific unit inquiry.
“Today and every day…”
“Off you go…”

15. Structure of a Day Independent Writing Time

16. Structure of a Day Teaching Share
At the end of the workshop, writers come together to culminate the day’s work. The teacher may highlight the work of a student, retell a conference, or prepare for the next workshop session. Students may reflect on their work with a partner or table group.
The teacher may also choose to include a daily edit focused on grammar or conventions at the end of the share.

17. Overall structure of a Unit Writing Process for Upper Grades

18. Overall structure of a Unit Writing Process for Primary Grades