What is Writing Workshop?
The simplest answer is that it is a structure for teaching writing. However, that answer doesn’t quite do the job because Writing Workshop (WW) springs from a philosophical point of view called constructivism. It’s based on a belief that children are capable people who learn best when given the opportunity to construct their own understanding (“learn while doing.”) Therefore, teachers in a WW see their students (even those who are quite young) as competent writers with interesting ideas and stories to tell. They also believe that with intentional instruction and support, those children are perfectly capable of learning how to write meaningful and interesting pieces just like “real” writers.
What is the teacher’s role in Writing Workshop?
The teacher begins each WW with a 5 to 15 minute mini-lesson that provides the direct instruction component. Modeling is a critical component of the mini-lesson. Following agradual release model, the teacher uses an “I do- we do- you do” system. Before the mini-lesson concludes, students are given a brief opportunity to engage in guided practice and “try out” the new skill or technique they were taught.
Once the mini-lesson is completed and the students are released for independent writing time, the teacher conferences with students one-on-one or in small groups to further support students while also collecting assessment information. This is the true heart of the workshop as the teacher coaches and scaffolds each writer where they need support. Topics for future mini-lessons will become evident during this part of the lesson. (i.e.- “I’ve noticed three pieces of student writing today that move from event to event without stopping to develop any small moments. That’s something I need to reteach.”)
The teacher concludes the workshop with a “share time” during which he/she selects a few students to read a piece of their writing to the class. These samples often reinforce the mini-lesson or might be other inspirational exemplars worth sharing.
What is the student’s role in the Writing Workshop?
Kids write! Of course, they participate in the mini-lesson and sharing time. In that regard, they are also expected to take ownership of the techniques and skills modeled during mini-lessons and begin to apply them independently. However, the main responsibility for students is to find a comfortable spot in the room, stay there, and write quietly. There is no “I’m done!” (Independence is taught early in the year and this issue is revisited as needed. Writers are never done!) If you are new to WW, realize that it will take time to help children shift from being totally dependent on the teacher for directing every moment of their work to feeling confident working independently.
The simplest answer is that it is a structure for teaching writing. However, that answer doesn’t quite do the job because Writing Workshop (WW) springs from a philosophical point of view called constructivism. It’s based on a belief that children are capable people who learn best when given the opportunity to construct their own understanding (“learn while doing.”) Therefore, teachers in a WW see their students (even those who are quite young) as competent writers with interesting ideas and stories to tell. They also believe that with intentional instruction and support, those children are perfectly capable of learning how to write meaningful and interesting pieces just like “real” writers.
What is the teacher’s role in Writing Workshop?
The teacher begins each WW with a 5 to 15 minute mini-lesson that provides the direct instruction component. Modeling is a critical component of the mini-lesson. Following agradual release model, the teacher uses an “I do- we do- you do” system. Before the mini-lesson concludes, students are given a brief opportunity to engage in guided practice and “try out” the new skill or technique they were taught.
Once the mini-lesson is completed and the students are released for independent writing time, the teacher conferences with students one-on-one or in small groups to further support students while also collecting assessment information. This is the true heart of the workshop as the teacher coaches and scaffolds each writer where they need support. Topics for future mini-lessons will become evident during this part of the lesson. (i.e.- “I’ve noticed three pieces of student writing today that move from event to event without stopping to develop any small moments. That’s something I need to reteach.”)
The teacher concludes the workshop with a “share time” during which he/she selects a few students to read a piece of their writing to the class. These samples often reinforce the mini-lesson or might be other inspirational exemplars worth sharing.
What is the student’s role in the Writing Workshop?
Kids write! Of course, they participate in the mini-lesson and sharing time. In that regard, they are also expected to take ownership of the techniques and skills modeled during mini-lessons and begin to apply them independently. However, the main responsibility for students is to find a comfortable spot in the room, stay there, and write quietly. There is no “I’m done!” (Independence is taught early in the year and this issue is revisited as needed. Writers are never done!) If you are new to WW, realize that it will take time to help children shift from being totally dependent on the teacher for directing every moment of their work to feeling confident working independently.