Writing Workshop by IO55no

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									EDU 3660
Dr. Dennis N. Corash
Dr. Kathleen Luttenegger
“There is a great deal of research
  suggesting that improvements in
  writing have paid off across the
  curriculum.”



       Lucy Caulkins, A Guide of Writing Workshops Grades 3 - 5
Writing Workshop is a framework for
 writing instruction and practice in
 the classroom.
   Writers Workshop follows a predictable
    pattern of:
     Mini-Lessons
     Independent Writing
     Conferences
     Sharing or Read alouds
   A mini-lesson is explicit instruction in a
    specific writing technique taught in a short
    period of time that usually occurs at the
    beginning of Writers Workshop.
   Four types of Mini-Lessons are common.
     Procedures, Organization, Routine.
     Strategies and Process
     Skills
     Craft and Technique
   Students write daily
   Students determine the topics they write
    about.
   Students use a writing folder or notebook to
    organize their writing.
   The teacher role is facilitator…circulating
    around the room, monitoring, encouraging,
    conferencing, and providing held as needed.
   Conferences occurs during independent
    writing time of the workshop.
   Students seek responses from their partners,
    a buddy, or a student the teacher assigns.
   The teacher conferences with individual
    students also.

     Often times conferences occur in a corner of the
     room or a predetermined area.
   This is an integral part of Writer’s Workshop.
   Students are given the opportunity to share a
    piece of their writing.
   This time allows writers to learn from each
    other, and to see/hear good examples of
    writing.
   The time also gives student the opportunity
    and practice speaking orally in front of the
    class.
   Constant Composition --- this may lead to
    larger pieces of writing --- it may not.
   A Place to Write.
   What Moves You?
     Heart mapping.
     What really matters?
     What in my life, in this world, do I never want to forget?
     What haunts me?
   Odd facts, questions, odd & ends, quotes, list,
    insights
     Conversations, language, words.
   Procedures make your classroom run
    smoothly.
   Procedures may include when students can
    sharpen their pencils, where to find
    important papers, or what to do if they need
    to use the restroom.
   Procedures may include how many student
    may conference, when you can share a piece,
    discussion of writing, conferences.
1.   Save everything.
2.   Date and label everything.
3.   Always write on one side of the paper and skip
     lines during drafting.
4.   Write in ink so that I can see your edits, never erase
     anything on your drafts.
5.   Understand writing is thinking, do not do anything
     that would distract me or other writers.
6.   When you confer with me or others, use a 6 inch
     voice.
7.   When you are stuck, use the resources in this
     room, or the techniques you have been shown to
     help you.
“We need to teach every child to write. Almost
 everyday, every K – 5 child needs between
 fifty to sixty minutes for writing and writing
 instruction.”




    Lucy Caulkins, A Guide of Writing Workshops Grades 3 – 5, p. 7.
“ Unfortunately, the teacher’s most common
  role is that of judge, but this role is least
  conducive to good writing. When a
  teacher acts as a judge, children produce
  wiring only to satisfy the teacher’s
  requirement or to receive a grade.”



                       Gail Tompkins, Teaching Writing. p.9
“ Writers do not write with words and
  convention alone; writer write above all
  with meaning. Children will invest
  themselves more in their writing if they are
  allowed – indeed, if they are taught – to
  select their own topics and to write about
  subjects that are important to them.”


          Lucy Caulkins, A Guide of Writing Workshops Grades 3 – 5, p. 9.
“Grandma said when you come on
  something good, first thing you do is share
  it with whoever you can find; that way, the
  good spreads out where no telling it will
  go. Which is right.”




                  Forrest Carter, The Education of Little Tree.
“Children deserve to be explicitly taught
  skills and strategies of effective writing,
  and the qualities of good writing.”




     Lucy Caulkins, A Guide of Writing Workshops Grades 3 – 5, p. 10.
“Writers read. Writers read texts of all sorts,
 and we read as insiders, aiming to learn
 specific strategies for writing well.”




     Lucy Caulkins, A Guide of Writing Workshops Grades 3 – 5, p. 11.
   Prioritizes writing instruction.
   There is no time wasted for students waiting for other
    students to finish.
   Students develop motivation and the independence
    to become writers.
   Students learn to evaluate their own writing in order
    to improve it.
   The more children write… and write about what really
    matters to them… the greater chance to grow into
    able thinkers.
   Sets a collaborative tone in the classroom.
   Addresses the need for differentiated instruction.
   Difficult to implement with a large class size.
   Two Major Outcomes:
     Children began to want to write.
     Teachers enjoyed teaching writing.
     The strong focus on process, and the simple
     “fun” teachers and their students were having,
     often meant that understanding the
     relationship between purpose and audience for
     writing and the role this had in shaping the
     particular genre or text type was not made
     explicit by teachers.
                   Jan Turbill & Wendy Bean Writing Instruction K-6 p. 31
   It is a flexible model.
   Provides a framework for writing instruction.
   Does provide for different ability learners.
   Instruction is paramount!
   Students can write about self-selected topics
    or write as part of a literature focus unit or
    thematic unit.
   Writing workshop and reading workshop are
    complementary activities.

								
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