Monday, June 20, 2011

Writing Workshop

                     Chapter 1:  The Writing Workshop;
Writing is challenging for most students so the idea is to make writing an enjoyable lesson.
Students need to feel an ownership to their writing.  When they become absorbed in a task, things will flow out of them as it does when they are drawing.  Of course some structure and parameters must be set before so students are given a lead.  Reading is also an essential part of writing, as is a set time and space.
                     Students need to know that there is a routine in class so every class day at a certain time; they are to sit quietly and wait for their writing prompt.   Give them instructions such as today we will concentrate on punctuations and read them a story.  Inquiries are encouraged so everyone comprehends the importance of correct punctuations.  These can be   discussed one or two at a time.
Letting them chose their own topic and set their own purpose gives them ownership of their paper.
Set aside time for a whole group discussion so students can share their writing with the group.  It’s important that student response be positive and encouraging.  There are to be no put-downs or criticisms.  Only suggestions such as what would be a better way of rephrasing that?  What can be added to make us feel your experience?
Some lead in questions is also helpful and suggestive.

Minilessons; (These should be based on the needs of the students.)
1.        Procedures include where to put finished writing journals.  A basket labeled FINISHED should be available to the class.  All incomplete works should be taken home or into another basket for future work.    Also the references such as dictionaries should be clearly visible.
2.       Time for writing should be set so students know from the start what is expected of them.
3.       Grades for individual stories are not necessary.   Grade on improvement and comprehension.
4.       Goals and intention of writing should be clearly stated so students know what their objectives for this particular writing is all about.  Rubrics should also be posted at the beginning so students know what  is expected.
5.       Share time is another important so students can share their story to the class and the class can respond.  It is important for students to know where to get ideas for writing.
6.       Write alongside the students.  Having students see you write is just as important as them writing them.
In secondary classrooms, students are all assigned seats and all writing has to be performed thee as there are no writing corners or special places for these activities.  

Chapter 5; Conferring with Writers
Understanding the Writer:  When we confer with a student, we try to understand what the student/writer is trying to do in his story.  This task is done by asking certain questions and by making observations.
What can I learn from his body language? (Is he bored, excited, or listless?).
What kind of writing is he attempting?  What is he trying to say?
What are his strengths as a writer?
What is he ready to learn?
Through time and additional conferences, you’ll get a feel for the student.  Make observations about the student.  Ask questions of the students to get a better feel about what he is writing about.  Give suggestions to help their selection process or write down several ideas on the board.
BUILD ON STRENGTHS; Give them praise when they make an attempt at writing.  Always encourage them.  Suggest that all their stories have a beginning, a middle and an end.
Common writing conferences;
There are different suggestions for different grade levels but I will focus on the 5th through 8th grade since this is the area that concerns my students.
1.        Use a timeline.    Have student make a list of events as it happened and then help them narrow it down to where to begin.
2.       Focus on the MOST IMPORTANT THING.  Get students to focus on another area of the story.
3.       Invite them to add another part to the story.   Have them write more details before they mention the climax of the story.   Build up the suspense and details to make the story more exciting.  Add senses, details, dialogue, feelings to liven up the writing.  Have them write, and then reread their writing.  Indicate the parts that are good and circle areas that need more work.  
KNOW YOUR TASTES
Be open to different students’ likes and styles.  Don’t only look for what you think is good writing.
Open your horizons!
Openly respond to your student’s writing and let him know what you liked about it.  Make comments and ask questions to get him to add more details to his story.
In the end, let him decide if he wants to use the ideas you give him.  It’s his writing so let him own it.
JUST STAY POSITIVE THROUGHH IT ALL.

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