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Either classroom library is set up and at least parts are accessible and/or baskets are on tables with variety of genres, levels, topics for student choice.

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Include planned opportunities for students to verbally rehearse generating their ideas.  Paper and other materials are available for writing.  Writer's notebooks might not be ready to use yet.

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Protocol for choosing a productive partner

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Teachers need to specifically teach students "how" they read books, how to build stamina, etc.

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Variety of paper choices so students can pick the ones that matches their writing piece/story.

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Practices and procedures for turn and talks

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Students need to know where to keep the book boxes.  They also need to know when and how to get books for their book boxes. 

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Students need to know where to keep the book boxes.  They also need to know when and how to get books for their book boxes. 

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You need to have a variety of genres and authors as well of levels of books that students will fine interesting.

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Variety of genres
Where I keep my box
How do I organize my books in the box?

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Places to read and write independently / flexible seating

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Places to read and write independently / flexible seating

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Allow students to choose what they want to write about.

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There needs to be an organized place for supplies and materials.  Kids need to know where to find what they need to write.

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An extensive classroom library set up in such a way that children can easily access the books.

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Day 1 introduce the concept that reading is thinking and that when everyone is doing independent reading, we keep the room silent so everyone can think.

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Students have a variety to choose from

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Where will I keep my books and how to take care of my books when they are in the book box

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Accessible to students- important to think about the location of the book boxes.

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Accessible to students- important to think about the location of the book boxes.

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labeled book boxes available for students

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Supporting ownership of the role of Book Boxes.

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Supporting ownership of the role of Book Boxes.

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Discussion around what might work for the class/community of readers. Talking with Ss about what might be systems to support their choice and organization of books boxes.  How many books is just right?  How often should book boxes be refreshed?  What space in the classroom works best for accessibility?  Developing a plan and process for book boxes with the class to gain ownership.

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In order to make sure you have books that interest students so they can have those as choices to place in their boxes

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Morning Meeting is a great way to teach, model and practice communication between partners and small groups. It also allows students to "listen" if they aren't ready to speak.

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Creating a schedule for students to switch out books weekly.

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Creating a schedule for students to switch out books weekly.

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Varied books in their book boxes including books that are

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Making the notebook something that students can use and refer back to throughout the year.

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Label/picture labels to allow students to be independent when retrieving and returning materials

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Allowing students a choice in what they read or what topic they write about.

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Opportunities to cultivate a community where all ideas are valued so partners feel comfortable sharing ideas with one another.

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Opportunities to cultivate a community where all ideas are valued so partners feel comfortable sharing ideas with one another.

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Texts that reflect the students in the classroom

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Texts that reflect the students in the classroom

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Variety of materials/ tools that are out and accessible to students.

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Variety of materials/ tools that are out and accessible to students.

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Variety of texts in a central location to refer to when writing or supporting partners with feedback or for teachers to use during conferring.

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There needs to be a system in place for organization of the classroom library, and procedures for students to choose and return books.

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Choice and Time to talk about their books.

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Choice and Time to talk about their books.

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Teacher initiates and let's children know they will participate too - in book talking wonderful books that someone in the class might like. Consider co-creating a book talk anchor chart of recommendations.

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When are appropriate times to go book shopping

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The teacher needs to designate time to do activities that share and get students interested in the books.

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Resources should be in the notebook or folder to foster independence.

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What might be ways to teach routines within the context of reading/writing workshop? If we want students to learn how to transition from whole group to independent reading, then practice that while also pulling a small group of students.

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What might be ways to teach routines within the context of reading/writing workshop? If we want students to learn how to transition from whole group to independent reading, then practice that while also pulling a small group of students.

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A place for students to generate ideas, plant "seeds", try things out... to develop their writer identity.

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Widely defining reading and writing for students at all levels and honor approximations for where students are (allow for drawing)

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Widely defining reading and writing for students at all levels and honor approximations for where students are (allow for drawing)

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Finding out what students are interested in reading, Interest Surveys

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There is not a "one size fits all" notebook. It is a tool to support ideas and writing that fits the intended purpose, student, and audience.

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Students may be given a seating choice so that they can be in a variety of spaces

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-Correction tape
-A variety of pencils, felt tip pens, crayons, markers, etc.
-paper choices
-Premade stapled books
-Reference materials (alphabet chart, high frequency words, name chart, other helpful anchors

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Give students choice in what they will read from the classroom library.

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Baskets with a variety of books both interest and levels for students to select from until they learn class library procedures.

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Baskets with a variety of books both interest and levels for students to select from until they learn class library procedures.

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Begin with story telling with the emphasis on telling.

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Students need to be actively part of planning the routines

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Students need to be actively part of planning the routines

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Teachers should keep their own writer's notebook to model and teach with during whole group, small group, and conferences.

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Posing the question to students, what might they say we need in our writing center?  What do writers need to make books?  Students can make decisions about the tools they might need during WW.

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Posing the question to students, what might they say we need in our writing center?  What do writers need to make books?  Students can make decisions about the tools they might need during WW.

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Begin with Heart/Home/Footstep maps - filled with pictures and words of story ideas

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Students are taught to get them/clean up/ take care of books/ some time may be quiet and then louder at other times

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building a relationship with a long-term partner

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building a relationship with a long-term partner

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Teacher models how to use book boxes.

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A visual map of the room with the "good spots" to read 

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A visual map of the room with the "good spots" to read 

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Developing the listening part (not just the talking part) of partnerships -- how might this look and sound?

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Developing the listening part (not just the talking part) of partnerships -- how might this look and sound?

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Writing folders with the resources should be accessible for students to use when needed...not just during the Writing block.

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LOTS of opportunities for students to talk, share, and confer with their partners.

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WW is nearby or easy to see/use as a resource

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A good place to purchase brightly colored book boxes that fit on desk easy is Really Good Stuff.  They come in bundles so it brings the price down.  They are good quality so they will last a long time.

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Give students time to practice conversation skills with safe and easy topics.

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Giving students the language necessary to have conversation and give feedback.

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Independent reading selections must be books that students can practice what they have learned in guided reading. Lack of engagement is sometimes when a students selects a book that he or she cannot read. Choice needs to be guided.

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Independent reading selections must be books that students can practice what they have learned in guided reading. Lack of engagement is sometimes when a students selects a book that he or she cannot read. Choice needs to be guided.

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Helping students understanding when it's time to shop and when it's time to read, so that students don't spend days shopping without reading

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Let students have a book that they chose just because it interests them even if it isn't their level, but also holding them accountable to read good fit books, too.

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Making the library interesting and engaging

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Making the library interesting and engaging

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Make the kids want to shop the classroom library.

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Making writing more inviting by saying we are going to "make" books instead of "write" books

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Other materials to include: journal, post-its, writing tool, other resources students can choose to practice reading (HF word bookmarks, FCPS alphabet chart, poetry from shared reading, published class books)

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Other materials to include: journal, post-its, writing tool, other resources students can choose to practice reading (HF word bookmarks, FCPS alphabet chart, poetry from shared reading, published class books)

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A location where students can get ideas for writing if they are "stuck". Notebook, chart, recipe box, etc.

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writer's notebook can allow students to take ownership of their thoughts/ thinking. Allows for creativity and personalized as a safe space for their writing & ideas.

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In some schools independent reading time is part of the master schedule as well as blocked into Reading Workshop.  Also ensuring that the time for independent reading and writing is sacred--no bathroom or water breaks--so that students begin to depend on that time and look forward to that daily routine.

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Teach students the qualities of a helpful partner. How does a partnership work to help one another? 

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Teach students the qualities of a helpful partner. How does a partnership work to help one another? 

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Using the folder in two ways.  One side is for pieces they are still working on, and one side that is clearly labeled in a way for the students to share writing with their teacher that they are ready to look at.

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Using the folder in two ways.  One side is for pieces they are still working on, and one side that is clearly labeled in a way for the students to share writing with their teacher that they are ready to look at.

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Students know when they can access the library and when they can switch their books. They are taught procedures on when they can get new books and how to return books to the class library/

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Every year in my classroom, I would purchase cardboard magazine boxes from IKEA or Amazon and allow the students to paint them on day 1. It allowed them to create the box they would use all year and give them a sense of belonging to the books that would be stored in it.

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Set up tables with tablecloths and piles of books and let kids speed date the books.

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Teach students how to have a conversation - keeping the line of thinking going, etc.

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Teach students how to have a conversation - keeping the line of thinking going, etc.

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Students have opportunities to talk to classmates about their reading. They share their ideas, ask questions, make predictions as well as get book recommendations.

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Make time at the beginning of the year for students to personalize their writer's notebooks. They should have complete ownership over their writing/choices

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Make time at the beginning of the year for students to personalize their writer's notebooks. They should have complete ownership over their writing/choices

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Book bags can be used instead of book boxes to save space. Bags have a pocket where students can decorate their name on an index card to personalize their bag.

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Rotate books in and out of the library. Add some that support specific units of study, or introduce a new genre, author, etc.

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Creating the daily routine of reading and writing partnerships from the beginning lets everyone know that what they share about their reading and writing is valued in the classroom.

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Have students review the books they read and display the reviews along with the books in the classroom library

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Have students review the books they read and display the reviews along with the books in the classroom library

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Letting the students get to know their buddy so they have commonalities and connections when they discuss books. It is nice to keep buddies together for a little while so they have consistency around their conversations and can go deeper rather than starting from scratch if buddies switch too frequently.

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Book shopping might become part of the morning routine. Maybe one table shops each day of the week. 

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Book shopping might become part of the morning routine. Maybe one table shops each day of the week. 

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Honoring the book shopping system you put into place and holding students accountable for the amount of books they choose so they are never without something to read and can anticipate what will keep them going until the next time they book shop.

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Everything easily available and ways for students to access them on their own without waiting for teacher input. That shows that you value time used wisely and gives students ownership and independence.

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Exposing students to and allowing for an assignment to be completed through various forms of writing (ie/ blog/journal, letter, essay, etc.)

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Show students examples of writer's notebooks or comments about notebooks by writers they may know.  It's interesting to hear/see how they use notebooks to hold ideas, materials, artifacts for future writing.