Writer's Workshop
Teaching Writing Workshop in the classroom is important for students to learn to nurture creativity and the skill to compose. The tools students will learn in writers workshop are to create a sense of ownership for their writing and clear comprehension of strategies to use in their writing and a sense of a community of writers.
In my classroom, I will organize a writer’s workshop environment for students to learn the values of becoming a confident writer. I will provide students the opportunity to use writing for different purposes across the curriculum, and increase writers’ abilities to use different forms of writing. The different forms of writing students will learn are persuading, informing or entertaining the reader and to help students to understand and develop a writer’s voice.
To teach the values and strategies of writing, I will teach mini lessons that are approximately ten minutes long focusing on tools to strengthen the students writing that align with the Common Core State Standards for the grade. An Example of a writer’s workshop second grade mini lesson from a writing unit plan I created that aligns with the Common Core State Standard on temporal words and sequence of events is attached, click the button below. The last ten minutes of the writer’s workshop the students are writing. Students will be in different phases of writing some will be drafting while others are revising, editing or publishing. It is important for students in writer’s workshop to develop a sense of ownership for their writing and a community of writers.
To develop an awareness of community of writers, students will work together during the stages of the writing process giving support and feedback to one another. Students will also work independently on their work teaching a balance of collaboration with peers and independence. During the workshop the children are involved in many stages as authors:
· Reading and listening like a writer
· Rehearsing before and while writing
· Drafting with the idea that first words are beginnings
· Revising and editing before, while, and after drafting
· Publishing with an audience in mind
Reference:Fountas,I, & Pinnell, G. (1996) Guiding Reading; Good first teaching for all children. Portsmouth, NH: Heinnemann.
Reference: Hennings, D. G. (2002). Communication in action, teaching literature-based language arts. (8th ed.). Boston: Houghton Mifflin College Div.
In my classroom, I will organize a writer’s workshop environment for students to learn the values of becoming a confident writer. I will provide students the opportunity to use writing for different purposes across the curriculum, and increase writers’ abilities to use different forms of writing. The different forms of writing students will learn are persuading, informing or entertaining the reader and to help students to understand and develop a writer’s voice.
To teach the values and strategies of writing, I will teach mini lessons that are approximately ten minutes long focusing on tools to strengthen the students writing that align with the Common Core State Standards for the grade. An Example of a writer’s workshop second grade mini lesson from a writing unit plan I created that aligns with the Common Core State Standard on temporal words and sequence of events is attached, click the button below. The last ten minutes of the writer’s workshop the students are writing. Students will be in different phases of writing some will be drafting while others are revising, editing or publishing. It is important for students in writer’s workshop to develop a sense of ownership for their writing and a community of writers.
To develop an awareness of community of writers, students will work together during the stages of the writing process giving support and feedback to one another. Students will also work independently on their work teaching a balance of collaboration with peers and independence. During the workshop the children are involved in many stages as authors:
· Reading and listening like a writer
· Rehearsing before and while writing
· Drafting with the idea that first words are beginnings
· Revising and editing before, while, and after drafting
· Publishing with an audience in mind
Reference:Fountas,I, & Pinnell, G. (1996) Guiding Reading; Good first teaching for all children. Portsmouth, NH: Heinnemann.
Reference: Hennings, D. G. (2002). Communication in action, teaching literature-based language arts. (8th ed.). Boston: Houghton Mifflin College Div.