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Forms, Charts, and Organizers That Could Be Used for Supporting Students in WW:

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Forms, Charts, and Organizers That Could Be Used for Supporting Students in WW:

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Audio Clip: An ideal classroom for writers workshop and why the set up is important.

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Audio Clip: An ideal classroom for writers workshop and why the set up is important.

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                                                                        References:

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                                                                        References:

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Children's Literacy Initiative. (2016). Classroom Culture and Environment. Retrieved from
https://learn.cli.org/best-practices/writing-workshop/overview/classroom-culture-and-environment
Finley, T. (2010, October 23). The Writing Workshop: A Valuable Tool for Differentiation and Formative
Assessment (Guest Blog). Retrieved from
https://www.edutopia.org/blog/writing-workshop-differentiated-instruction-formative-assessment
Gonzalez, V. (2017, May 26). Serving ELLs Through Reading & Writing Workshop. Retrieved from
https://www.empoweringells.com/ell-workshop/
Robertson, K. (2009). Improving Writing Skills: ELLs and the Joy of Writing. Retrieved from
http://www.colorincolorado.org/article/improving-writing-skills-ells-and-joy-writing
Souto-Manning, M., & Martell, J. (2016). Reading, writing, and talk: Inclusive teaching strategies for diverse
learners, K-2. New York, NY: Teachers College Press.

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1.Read Aloud- Read alouds engage students in a purposeful text. It is helpful for students to see and hear the text at the same time. A read aloud not only practices proper fluency, but it also expands vocabulary and higher level thinking.
2. Mini-Lesson- A mini lesson has a narrow focus that provides instruction on a skill or concept that students will relate to a larger lesson that will follow. Mini lessons are helpful, especially for younger students that do not have long attention spans, or for teachers to review a quick part of a bigger lesson. If a teacher notices that a majority of the class may be struggling on one particular topic, the teacher may then create a mini lesson off of that particular topic. For example, if the unit is on identifying basic parts of speech and the students are struggling on the grammar portion, a mini lesson can then be used on grammar.
3. Writing Time- Writing time gives students the opportunity to express their thoughts and feelings. It is important for children to understand that writing has a purpose. By giving students individual writing time they can reflect on topics that interest them without feeling pressure for it to be perfect. Writing may not always be through words, but can also be through pictures, especially for younger students who are at the beginning stages of writing.
4. Sharing- Students can share their writings with a peer, small group, or whole class. Sharing allows students to show their creations and take ownership in their piece. Sharing also gives the opportunity to observe and maybe learn something new from their peers. If sharing is taking place at the end of a big unit or project, teachers may also want to invite family members, other classes and teachers and other community members in to celebrate and share this accomplishment.

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Writer's Workshop allows ,"flexibility and differentiation in product, process, content, and environment. (Finley, 2010.)" Students can write about what interests them.  When students decide what they want to write about, they are more excited and inspired.  In writers workshop, students may also decide what format to write in.  They may write a letter, a short story, a poem, etc.   Students get to decide their own environment.  For example, one student may want to write at his or her desk, while another students might prefer writing on the floor with a yoga mat. Writers Workshop is all about making the student comfortable and excited to write.
English Language Learners (ELLs)- "ELLs benefit from these smaller settings where the teacher/student ratio is lowered. These smaller settings also help to lower the affective filter for ELLs. (Gonzalez, 2017)" A smaller setting provides comfort for when ELLs need time to process their thinking, possibly translate language, and build courage to answer. The smaller setting also allows extra opportunities to practice the new skills and language. draw pictures to illustrate their pieces.
Struggling Students- Some students struggle with coming up with ideas to write about.  The read aloud and mini-lesson can give students different topic ideas.  For students who are lacking motivation, they will be thrilled to be given the choice to write what they want.  When students write about what interests them, they feel like their writing is more purposeful and authentic
Kids with Special Needs- Writing an entire story may seem a little overwhelming to a student with special needs. However, the WW is broken into several smaller, much more manageable phases. Lots of scaffolding can easily be done in the read aloud, mini-lesson, and writing time. For example, during the read aloud the student may find it beneficial to have a copy of the text themselves to follow along.  In the writing phase, you may pair him or her with a mentoring partner that they can go to for questions.  In the writing phase, they may only write a few sentences or draw a picture. The great thing about WW is that it can so easily be differentiated and fit to every students needs.

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How WW Can Be Used to Develop Various Communication Skills: 

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How WW Can Be Used to Develop Various Communication Skills: 

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Reading:  Reading increases students' vocabulary through the use of context clues. The students are also able to understand the sounds and symbols that correspond to the language and can make sense of each of the letters. While reading, the children are advancing their knowledge on how words are put together to make a fluid story.

Speaking: Speaking helps children to get familiar with the sounds that go with certain words and letters. By reading out loud and speaking, the children are getting practice with how certain words are pronounced and how to speak when asking a question or reading an exclamation.

Listening: Listening gives the students practice on watching and seeing what sounds go to which letters. It also gives the children a lot of input on letters, words, sounds and meanings that they can understand.

Writing: Writing gives students the opportunity to express themselves through their own work and gives them an opportunity to explore many different styles. The children have enough language information and practice where they can begin to express their own personal ideas through writing.

Viewing: Viewing gives the children practice on looking at images that correspond with and help tell a story. By doing this the children are learning how to tell a story by looking at a picture.  When looking at a picture book, students are looking at the pictures and being able to comprehend what is happening.  They are also able to tell what story it tells and how it relates to the text.

Visually Representing: During writing workshops, children can demonstrate visual representation through creating their own images. While they are writing about the topic at hand, they can add pictures to help explain and further tell their stories. By doing this, it allows the children to connect pictures to words and words to pictures which help them get a point across.