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This class project allows each of our students to share their culture and celebrate it with the class as a whole. First we sent a letter home explaining the goal of this project, and asked the families to work with their child and pick a favorite meal from their culture. Then, we asked the students to write their interpretation of how to cook this meal. We took each of the student's final pieces and published them. At our writing celebration at the end, we invited families to bring in this special family food and take part in reading everyone's recipes.

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This style of teaching aims to celebrate the uniqueness of culture in each of our students.

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Example of a mini-lesson that we incorporate in our classroom. This one focuses on small-moment stories. 

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Example of a mini-lesson that we incorporate in our classroom. This one focuses on small-moment stories. 

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Writer's Workshop in a First Grade Classroom

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Come see the components of Writer's Workshop in action within my first grade classroom. You'll see a series of video clips from a mini-lesson, independent writing time, student-teacher conferences, and share time.

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-The setup allows for students to work with peers in small group settings, as well as individually.
-We have a horseshoe table at the back of the room as well for one on one and other small group conferences.
-We hav multiple bulletin boards which can be used to display student writing examples.

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This is the time where students can display all of the hard work that they put into their piece. Students can share with peers, friends and family. It is very important that students feel recognized for their hard work, and that they feel proud of what they've accomplished.

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This stage of the writing process is often confused with revising. Editing is where the writer combs through the piece to find grammatical or slight organizational errors. Punctuation and spelling mistakes are among the most common changes during this phase.

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This phase of the writing process is dedicated to adding information you might have forgotten, or maybe you learned something new since you wrote your draft. During this stage you might feel that you no longer need a paragraph so you delete it. Revising also gives the opportunity to reorder your paragraphs, if you took advantage of adding more information, you might decide that some information should be mentioned earlier than others.

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In this stage of the writing process students participate in writing their piece. This is where they can get their ideas down in the order they want. The focus for drafting is to get all of your information down, knowing later that you can come back, change the order or even add more information.

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This phase of the writing process is the stage where students gather ideas on what to write about. Inspiration can come from anything, such as a personal experience, a friend's piece, a book, or magazine just to name a few. This is the time where students decide on a topic, maybe draw a picture, and name a few facts that they want to take about.

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Writing workshop is at the fundamental basis of writing in our classroom. Students are given time to work in groups and develop ideas, as well as develop stories/pieces. During writing workshop students take the ideas and techniques they've learning in mini-lessons and apply this to their own writing. Sharing with peers allows them to practice their speaking, as well as their listening. Students will also practice how to make their piece visually attractive.

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Students learn specific writing components that they'll practice right after in their own writing. Some examples include mini-lessons on using transition words and descriptive language.

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This time is dedicated to our student's writing by themselves so that they can think through what and how they are writing in their heads and on paper silently.

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This time allows students to connect with their peers and communicate their ideas. They spend time reading their ideas aloud and listening to each other. Other times, they also take turns reading each other's writing silently and communicating their thoughts after reading.

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This time is meant for students to share their writing with small groups and in a whole class setting. This allows their peers to practice listening and expressing their ideas. This time can help inspire peers in their future writing.