The philosophy behind reading and writing workshop requires teachers to be responsive and teach according to the needs of their students. Workshop follows a very predictable structure in both reading and writing. Knowing what to expect helps students be prepared, act responsibly, and stay focused. The basic elements of the workshop foundation are:
- Mini-lesson
- Independent writing/Conferring
- Reflection/Sharing
Before you begin with writing workshop, you must first decide how you will structure your workshop. Depending on your schedule, you may spend 45-60+ minutes in writing workshop. Just like reading workshop, the first few weeks are the most important of the year because you establish the rules, routines, and set your expectations. Once those things have been established, your teaching will be shaped by whole-class and individual needs. The entire workshop depends upon smooth transitions, quiet independent and conference times, and the ability of students to stay on task and have conversations with peers.
Reading and writing are so closely related that it's helpful to IMMERSE your students in the kind of writing you want them to write. If you're planning to have students write biographies, they should be reading good biographies. Want your students to write an informative piece? Immerse them in examples of great informative writing! Makes sense, doesn't it?
Take a look at this video about brainstorming from Teaching Channel. Notice that the kids are having great conversations about what they have read before they are asked to do any writing--immersion! :)
Mini-Lesson
Each workshop begins with a mini-lesson. The mini-lesson is a short, 10-20 minute lesson which might entail some sort of modeling of a particular skill or strategy. The reason mini-lessons are kept short is because the bulk of student learning takes place when he or she is given time to practice on that particular skill or strategy. You want your students to come away from the mini-lesson with one thing for them to try. If you need to spend more (or less) time than you projected on any given mini-lesson, then do so...you can add another day if your students require more time with that skill.
Click on the icon to check out this mini-lesson focused on generating ideas for writing personal narratives.
Click on the icon to check out this mini-lesson focused on generating ideas for writing personal narratives.
Independent Work
After modeling the writing strategy, the teacher will need to explain how the students will practice it. Students will begin to internalize your teaching by practicing it on their own! They need ample time to read and write...the only way to improve is to practice. While students practice the lesson, it is our job to confer with them and talk about what it is that they are doing.
Conferring
One of the most important elements of the workshop is the conference, which occurs as students are working independently. During the conference, the teacher and student(s) talk about their strengths and needs, skills and strategies. If you're finding that you are having to reteach the mini-lesson from the day with many students, that lets you know that it may have been unclear and should be re-taught. The conferring time should be used to support something that a student is already doing, guide them through a rough patch, or talk about what they're doing as a writer. In order to support students in their writing, we must first learn about what they are doing!
So, how do you manage the rest of the classroom while you're conferencing? Make your expectations clear to the entire class--there's no way you can confer with a student if the rest of the class is loud. Your initial conferences may be quick check-ins as you keep the rest of the class on task and they build writing stamina. Teaching management mini-lessons about what independent time looks like and sounds like is helpful when you are establishing the routines and expectations of your workshop.
Conferences should be short--about 5 minutes--so that you can see as many students as possible. You need to record what you've done to keep track of each child's learning and guide your instruction.
So, how do you manage the rest of the classroom while you're conferencing? Make your expectations clear to the entire class--there's no way you can confer with a student if the rest of the class is loud. Your initial conferences may be quick check-ins as you keep the rest of the class on task and they build writing stamina. Teaching management mini-lessons about what independent time looks like and sounds like is helpful when you are establishing the routines and expectations of your workshop.
Conferences should be short--about 5 minutes--so that you can see as many students as possible. You need to record what you've done to keep track of each child's learning and guide your instruction.
Reflection
After students have practiced independently and you have had time to confer with some students, it is important to allow students to share their thoughts as a class. It is very important that they feel that their ideas are valued by you and their classmates. Providing this time allows students to feel successful, teaches them to listen and value others as authors. It also serves as a time for you to clear up any lingering misunderstandings and reinforce the lesson.
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