# data[].attributes.body
-student-centered framework for teaching writing that is founded on the premise that students learn to write best by writing regularly, over long periods of time, and on topics of their own choosing
- need three things to improve their writing skills: ownership of their work, coaching from an experienced writer, and encouragement from a community of peers
-satisfies these requirements while streamlining instruction to achieve the most important goal: providing children time to write
-encourages kids to take their writing seriously and see themselves as authors
-great practice to help and encourage students to become better and more efficient writers

# data[].attributes.body
"Teaching children to write - to express their ideas clearly and creatively, and to find joy in the process - is a complex task. To grow as writers, children need explicit instruction in the craft, mechanics, and process of writing, choice in what to write about, and plenty of time to practice." (Writing Workshop)

# data[].attributes.body
-Usually lasts around 10 minutes
-Whole class activity
-Instruction on ONE writing skill/technique
-Teacher introduces the topic and gives an example and the class works through it together
-Students can engage in turn-and-talks or other partner/group activities to practice the strategy being taught

# data[].attributes.body
-25-40 minutes
- Students work independently
-Write using the strategy being taught
- Teacher circulates around the classroom to confer with the students

# data[].attributes.body
Story Map

# data[].attributes.body
-Final 5-10 minutes of workshop
- Students meet as a whole group
-A few students share their work with the class

# data[].attributes.body
1. Mini-lesson
2. Independent Writing
3. Conferring
4. Share Session

# data[].attributes.headline
Example Writers Workshop for grades K-2: Beginning, Middle, and End 

# data[].attributes.subject
Example Writers Workshop for grades K-2: Beginning, Middle, and End 

# data[].attributes.body
1. Mini-lesson (~10 mins)

Teacher does a read-aloud of Goldilocks and the Three Bears

The class fills out a story-map graphic organizer that breaks up the beginning, middle, and end

Students participate in a turn-and-talk to share their ideas with each other

The teacher goes over the graphic organizer with the students

2. Independent Writing (35-40 mins)

Students are given another story-map organizer to create their own story with a beginning, middle, and end

They can then take their time to write their story

3. Conferring (during ind. writing)

The teacher walks around the class and has individual conferences with students making sure they have an understanding of beginning, middle, and end

4. Share Session

A few students are chosen to read their story aloud to the class

The teacher can also share interesting things she saw/heard during the conferring stage

# data[].attributes.headline
“Authenticity is the heart and soul of writing workshop. Children write to carry out their communication purposes; write to be published; they write to be read”  (lindfors, 2008).

# data[].attributes.subject
“Authenticity is the heart and soul of writing workshop. Children write to carry out their communication purposes; write to be published; they write to be read”  (lindfors, 2008).

# data[].attributes.body
-Takes place during independent writing time
- Teacher works independently with each student or with a small group
- Teacher spends time improving the students understanding of the new strategy (not just that one individual piece of writing)
- Different conference formats: coaching, complementing, mentor text, research-decide-teach, and strategic