Writers Workshop Model Lesson Plan Grades K-2
Lesson 14: Getting Help During Writers Workshop
Introduction: Signal for students to gather at the meeting area for Writers Workshop. After
students come to the meeting area say the Writing Workshop chant.
Read Can I Help? By Marilyn Janovitz (or a different book about helping). Tell
students that today’s book will show us that helping others is okay. After reading
the book, discuss the importance of helping others. Ask students if they have
helped someone before (mom, dad, sibling, friend). Allow them a few minutes to
turn to a partner and share a time they have helped someone or a time when
someone has helped them. Ask students how they can help the teacher. Share
with them that helping the teacher includes helping during Writers Workshop.
Explain that all authors need help when writing. Tell them that you are one
person who can help them, but when you are busy, students have to find a way
to solve their own problem. Remind students that during Writers Workshop the
teacher may not always be available immediately to help them. They need to
know what to do when they are waiting for a conference with the teacher.
Guided Ask this question to the class. “How have some of you as writers solved the
problem of getting help when the teacher was not available?”
Practice: On chart paper titled, “Getting Help During Writers Workshop,” write down their
Getting Help During Writers Workshop
Look in the room
Look in a book to see how another author has used a specific strategy in
Use a prearranged signal (bright card on the desk, write your name on
the “Help” board, etc.)
Ask a writing helper
Write while you wait
Post the chart in the room and add to it throughout the year as students discover
responsible ways to solve problems.
Let students know that first they need to try to solve the problem independently.
If unsuccessful, then they may as a peer.
Role play positive and negative examples of how students can get help.
Then call students to retrieve writing notebooks before returning to their seats.
Independent Have students orally share with a partner about a time that they helped someone
or a time when someone helped them. Once they’ve share their story aloud,
Practice: have them draw and label a picture before writing the story in words.
After the students have had time to write, use a signal to call the students back
to the carpet for closure. In a whole group ask questions such as,
“Did anyone have a problem today during independent writing time?”
“How did you solve your problem?”
Choose students to share based on the writing conferences that took place
during the work period. At the end of Writers Workshop have students return the
notebooks to the special location where they will be kept in the classroom.
Meacham, Jessica. “Establishing Workshop Routine Mini Lessons.” Mrs. Meacham’s Classroom Snapshots.
2010. Web. 10 August 2010.
Writers Workshop Lessons: The First 30 Days. Washington, DC: America’s Choice, Inc., 2005.