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Read Aloud: Teacher reads a book out loud to the students

Mini-lesson: A short lesson that focuses on one specific skill or concept that will be related to a larger lesson plan later on

Prewrite: The first stage of the writing process; May use a graphic organizer, like a concept map, to organize thoughts

Draft: The very first piece of writing that is done and edited later

Share/Feedback: To evaluate someone's work and form an opinion about what is good or bad about the someone's work

Revise: Reading over writing piece again in order to correct or improve it

Edit: Making a change or correction to a piece of writing

Finish/Publish: To complete a paper after doing all of the revisions and editing necessary; last step of the writing process

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Grade 1
Each week we will teach a focus lesson on mode. (narrative, informational, opinion/argument). Week 1 will be based on narrative. We will start a new lesson each Monday (Day 1)
Week 1
Day 1:
Start by talking about mode. The mode for the first week is narrative. We will do an activity where they will be able to start their own narrative using a organizational worksheet. Tell students to turn and talk with their neighbors about what they had written down on their worksheet. (20 minutes)
Introduce writing wallet. (5-10 minutes)
Free writing time to start their narrative using the worksheet they filled out. (20 minutes)
Day 2:
Focus lesson on revision. How to look at their work and make it better, if they need to add information that is still needed or take away parts that are not needed. (15 minutes)
Free writing time to revise their work. (20 minutes)
Day 3:
Free writing time to work on their narrative. Conferencing will happen with the teacher and students one on one. Students will get a chance to ask questions. (45 minutes)
Day 4:
Introduce the convention editing. Teacher will give the students a checklist for editing their narrative. Teacher will go over key parts of editing so the students do not get overwhelmed. (20 minutes)
Writing wallet add narrative and explain that they are still going to go back and edit their narrative's draft. (5-10 minutes)
Free writing time to edit their narratives using the checklist. (20 minutes)
Day 5:
Free writing time to finish working on their narrative. Teacher will also conference with students who have questions, and one on one conferences to make sure the students are on the right track. (45 minutes- 1 hour)

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Reading: Being able to draw on children's prior experiences and interest can lead to deeper understandings. Allowing the child to be able to relate to what they are reading. Emphasizing read alouds, independent reading, and shared reading.

Speaking is very valuable in the classroom. Children need to have a voice. Talk should be amongst the students in partner work, in a whole group setting, and with small groups.

Listening to the stories that the children tell & value them in your teaching. For example, learning about a student's name, history (where they are from), racial identity.

Writing: Young children emphasize play, symbols, and imagination to represent their experiences in writing. A wide range of writing should be encouraged to children. For example, poetry, comics, ads, historical books, jokes, music, etc.

Visually Representing

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Five Very Little Pumpkins Children’s Halloween Audiobook

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- Teachers need to be able to support all students writing development. Writing workshop can help a variety of students such as..
ELL: Teaching multiple languages can be valuable for both students and teachers. WW are good for these students because it introduces them to schooling practices and new languages in everyday life. They become more aware of language form and function in authentic ways (Reading Writing and Talk). We as teachers are able to get an understanding where the student is at through listening and watching students write and read to navigate across text. Teachers can then develop ways that build on diverse children's strengths.
Struggling students: students who struggle in school sometimes are just not understanding or connecting to the information presented to them. Through Writing Workshops they students are given the chance to express themselves in their own ways. The teacher can let them be as creative as they want. Pushing them to want to read a book that sparks a specific interest to themselves. Giving these students the chance to pick if they would rather write or draw could change their whole outlook on what they are being asked to do. As well as a book they want to read verse do not.
Students with special needs: Students' special needs are usually seen as deficits which is the furthest thing from the truth. These diversities need to be looked at as integral and valuable to teaching and learning (Reading Writing and Talk). Writing Work shops can allow these students to practice everyday writing and reading. Teachers need to go outside the norm and find diverse ways to teach these diverse students per whatever their special need might be. Instead of focusing and highlighting negatives and what these students did wrong. For example if they were writing a reaction to a book they were looking at and spelled words wrong don't point that out. Focus on their connection to the text and putting what they see/ read down onto paper.