1. Writer’s Workshop: Updates and Tools
Principals’ Meeting
November 8, 2018
Presented by
Megan Marquez, Writing Specialist
Clarissa Dovalina, Writing Specialist

2. Agenda Updates on October trainings (K-2, 3-5)
Writer’s Workshop Components
Minilesson
Write Time/Conferring
Share Time
Look-fors in the classroom
Classroom Learning Environment
The Teacher
The Student
Archived webinars
Topics
Location

3. Do your practices and beliefs match?

4. What is the Writer’s Workshop?
Writer’s Workshop is not a program – it is a framework for writing instruction and practice in the classroom.
Independence is encouraged.
Teachers teach writing everyday!
Students
write everyday!
The focus is on the PROCESS and not just the PRODUCT.
Consistent structure is provided and modeled.
Mentor texts are used to support the process.
Students are given choice.

5. Components of Writer’s Workshop
Share Time
(5 mins)
Minilesson
Write Time
Share Time
Minilesson (5-10 mins)
Write Time/Conferring
(30-35 mins)

6. Anatomy of a Minilesson
Connection: access prior knowledge and hear the teaching point
Teaching: teach one skill, strategy, method, etc.
Active Engagement: quick opportunity to practice and turn & talk
Link: bring closure to the mini-lesson by linking what has been previously taught/learned.

7. “You are the author of your life.” Lucy Calkins
Rehearsal
Students tell their stories out loud.
Students are engaged in “writing in the air” (Lucy Calkins).
Students tell their stories over and over again.
The more skilled students become, the more rehearsal they will do.
“You are the author of your life.” Lucy Calkins

8. Write Time and Conferring
Share Time
(5 mins)
Write Time and Conferring
Minilesson (5-10 mins)
Write Time/Conferring
(30-35 mins)

9. Write Time
Students are writing on their own.
Students have selected what they want to write about. Their ideas are of great value.
Students may be at different phases of the writing cycle.
Students may be focused on different goals within their writing.
Students are attempting the skills learned during the minilesson.
The connection between speaking and writing must not be lost, so conferring is crucial to developing writers.

10. Conferring Daily when kids are writing independently
Be present as a reader to understand the writer
Build on strengths then focus on ONE thing
Mentor texts available to use for examples and minilessons
System of anecdotal notes to monitor and ensure progress

11. Conferring Research- How’s it going? What are you working on today?
Compliment- Find a strength
Teach- ONE thing
Link- Tie to future work

12. Write Time/Conferring
Share Time
(5 mins)
Minilesson (5-10 mins)
Share Time
Write Time/Conferring
(30-35 mins)

13. Share Time Whole group response Partner share Trios Tables
It is important not to try and select what we think has to be the best example of a piece of writing to share out to the class. We are looking for growth in all students and attainable goals for students at various stages of the writing process.

14. Look-fors in the Classroom: Environment
The Classroom Learning Environment
Routines/procedures
Writing process
Anchor charts
Materials
5-day workshop per week

15. Look-fors in the Classroom: Teacher
The Teacher
Modeling
Focused minilesson
Authentic creation of anchor charts
Mentor texts
Daily conference
Share time

16. Look-fors in the Classroom: Student
The Student
Engagement in the writing process
Self-selection of topics
Utilization of support (e.g. anchor charts, mentor texts)
Application of feedback
Participation (e.g. conferencing, share time, celebrations)
Writing collection

17. Next Steps Archived webinars: Minilessons and Mentor Texts
Writing Protocols
Conferencing
Incorporating Conventions within the Writing Lessons
Micro-interventions and Guided Writing
Revise and Edit
Celebrations and Author’s Chair

18. Complete the survey. We appreciate your feedback!
Exit Ticket
Complete the survey. We appreciate your feedback!

19. Contact Information
Megan Marquez Writing Specialist
Clarissa Dovalina Writing Specialist