The Language of Instruction in the Writing Workshop: Some possibilities organized by teaching methods DEMONSTRATION Write in front of students, or refer to a piece already written Focus may be only on a portion of a piece of writing Frame what you want students to notice Name how and when to use the strategy Kindergarten example First / second grade example Intermediate + example Today I am going to show you something writers do: they add setting details to their pictures. You need to use this strategy when you notice you can t tell where your story happens. Watch how I think first, and then how I add details about where the story happens in my picture. One thing to remember when you write a how-to piece is to write the steps in order. You need to use this strategy when you want to teach the reader how to do something. Watch how I add words that help the reader keep the steps in order. Let me show you something writers do: They re-read to see if they can add details that make pictures in the reader s mind. You might use this strategy when you finish a draft. Watch how I re-read and pause, thinking of words and phrases I can add that make pictures in the reader s mind. GUIDED PRACTICE: During a universal lesson Ask students to immediately practice strategy during the teaching (I do / you do) Provide feedback during the initial practice Move from more scaffolded to less scaffolded practice Brainstorming example Writers, today I am going to share some ways writers come up with ideas. I am going to start with a list of people who are important to me. As soon as you see me write two names on my list, I want you to think of people and start listing in your notebook too. Revision example Writers, one way storytellers make their writing stronger is by adding more active verbs. I am going to read one part of my piece and look for places to add better verbs. Then, you are going to help me to add active verbs in another part of my story. During writing time, you will try this strategy on your own. MORE INTENSIVE GUIDED PRACTICE: For a small group Provide more intensive language practice Avoid just re-teaching a mini lesson hone in on specific language or process demands that will support this small group Primary example Intermediate + example Writers, let s work on writing the first part of a story together. I was thnking we could write about what happened yesterday when. Let s think first about how stories go, and then tell the story together out loud before we draw and label and write. Let s practice making some claims about our school or our classroom, and then we can brainstorm reasons that support different claims. We ll talk first so we can think about how to state opinions and then how to support opinions with reasons and details.
INQUIRY: Focusing on mentor texts Without telling what you think as a teacher, ask students what they notice an author doing in a piece of text Focus on a small portion of text in order to encourage students to read like a writer When possible, err on the side of presenting students with a familiar text or author Use professional mentor texts, your own writing, and / or student writing Professional mentor text example Using student writing example Writers, let s look at s work as a writer. Read carefully to see what kinds of moves this writer makes that you might also make in your writing. Circle or highlight anything you notice while I read it aloud, and then you will have a chance to share your ideas with someone else. Writers, I have typed up a few short sections of writing from your work in this unit. I think that we can all learn from each other by reading our peers writing more carefully. Circle or highlight anything you notice about the moves our class is making as writers. You will have a chance to share what you notice after you think on your own first. INQUIRY: Focusing student attention on teacher as writer moves Ask students to observe you writing, and to identify what you did to be successful Cue students to pay attention to a particular strategy or skill Primary example: Adding details Writers, watch me and listen carefully while I show you the way a writer might add details to make a story even better. I want you to watch for three things I do as a writer that help me to make my story more interesting. (Teacher then demonstrates: 1) reading piece over, 2) thinking of what to add, and 3)adding details using an insert mark or a strip of paper. Kindergarten teachers can demonstrate adding details to pictures.) When students name steps, teacher charts them. Intermediate + example: Editing Writers, I want you to watch for three things I do to edit my work for correct punctuation. After you watch me and listen, turn and tell a partner the three things I did as a writer and editor. (Teacher then demonstrates: 1) reading piece aloud with fluency and expression, 2) asking aloud Does that punctuation make sense? or Is that a complete thought? or Do I have a subject and a predicate? and 3) adding punctuation where needed.) When students name steps, teacher charts them. USING THINK ALOUDS DURING INSTRUCTION: Some possibilities* problem definition ( What is it I have to do here? As a wrier, I have to. ) focusing attention and planning ( I have to concentrate; first I need to... then... ) strategy-step statements ( First, I will talk out my story to a friend, then sketch it, then draft. ) self-evaluation and error correcting ( Let s see looks like I only have one period, and I probably have more sentences to find. Let me read to see where I have complete thoughts. Then I can add punctuation. )
coping and self-control ( I can handle this; I can go slow and take my time. ) ( First I will do this bit, and then the next. I can write this part by part. ) self-reinforcement / positive self-talk ( I like this ending! ) ( I wrote the story just like it happened. ) *SOURCE: Self Regulated Strategy Development for writers Language in the Workshop: Conferences Some possibilities organized by the writing process In general: How s it going? How can I support you? What are you working on today as a writer? What is your piece about? Planning stage What are you planning to write about today? Tell me about your plan. As a writer, what ideas do you have today? I heard you talking with about your writing. I cannot wait to read it. What are your plans as you think about how to begin? Drafting stage How is your piece coming along? When we talked last time, you were thinking about. How is that working for you as you draft this piece? You seem to be moving along quite well with this piece. How can I help you? What would you like me to listen for as you read your piece today? What is one goal you have as a writer while you continue with your piece? How is this piece coming along compared to the last piece you wrote? Why do you think that is? Revising How have you worked to make your writing better? Can you read me some before and after examples from your piece, showing me how you worked to make your writing stronger? What do you do as a writer while you revise? Do you like to write the entire piece first, and then go back, or do you revise as you write? Preparing for publication Do you have everything you need to publish your piece?
Who is your audience for publishing your piece? When you go back to edit your work, what helps you the most? Language in the Workshop: Conferences Some possibilities organized by purpose Purpose: To name and notice Purpose: To teach
Content You like too? Tell me more about. Content I have a question about this part. I am wondering if you add more details to this part if the story would be more clear. Product Right here, these words make a picture in my mind. The lead makes me want to know more. The work you are doing as a writer here reminds me of. (insert author s name) Process Tell me what worked (or didn t work) for you as a writer today. You re the kind of writer who Product Remember when we worked on adding details that help the reader see and feel what you saw and felt? I think details like that would help right here. Let s think of some ways to work on your lead. I have some mentor texts here that may help you think of some ways to work on. Why don t you read a few of these over and then I will come back in a few minutes to see what you might try? Process I notice that you just write for like 15 minutes and never stop. Let s try rereading every half page or so today. It definitely helps you when you talk with a friend before writing. Today, let s try having you talk for about 3 minutes and then start writing. After you write for 10 minutes, you can talk with a friend again. Peer Conferences
Suggested language frames by genre Narrative: Writer The writer might ask: When I read my story, could you please listen to make sure it makes sense? Do you have any questions? Does the beginning make you want to hear more? Did I include enough detail to make the story interesting? Did the ending work, or should I try something different? Informational writing: Writer The writer might ask: I am writing about. Do you think I am including interesting information? I am trying to help you understand more about. Do you think this is clear? Do you have questions about that will help me choose more details to add? Narrative: Listener / reader If the listener or reader wants to give some advice, then these sentence starters might help: Tell me more about this part. This part makes sense, but I was confused when. In the beginning, you might You could add more details about The ending makes sense, but you might want to try Informational writing: Listener/ reader If the listener or reader wants to give some advice, then these sentence starters might help: These details are really interesting. But you can add more about Can you explain this part more? I don t understand. I have a question about... Opinion writing: Writer The writer might ask: Did I state my opinion clearly? Do I provide enough reasons to support my opinion? Opinion writing: Listener/reader If the listener or reader wants to give some advice, then these sentence starters might help: Can you give more reasons about why you feel that way?