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1. Mini-lesson
2. Independent writing
3. Partner time
4. Sharing

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”In a writing workshop, one of the main teachers have is to help students find good reasons to write.  These teachers feel that nothing else matters if students aren't finding writing projects in which they can become deeply involved” (page 4, The Writing Workshop).

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It allows for students to freely explore and utilize various writing styles, while being supported

within the classroom setting.

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“In writing workshops, teachers invite children to do all of the things a writer: research, explore, collect, interview, talk, read, co-author, and yes, prewrite, draft, revise, edit, publish” (Ray 5).

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“Students in writing workshops are nourished in so many important ways that go beyond their just moving through the steps of the writing process. They are encouraged to reflect often on where they have been as writers and where they are going” (Ray 5).

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Writer’s Toolbox by Nancy Loewen

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Integrating quality children’s books into a Writer’s Workshop can allow for students to see an author’s writing style, while also being able to visualize the structure of various genres of books.

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"Mentor texts are books that are well loved by the teacher and known inside and out backward and forward… They have been revisited many times to help students examine an unusual sentence structure, find the poetry in prose, connect with their own memories, think about how a setting creates a mood, or find the place where the author shows instead of tells” (Mentor Text 3).

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A mini lesson is a short lesson with a narrow focus that provides instruction in a skill or concept that students will then relate to a larger lesson that will follow. A mini lesson typically precedes reading workshop or writing workshop, but it can serve as an introduction to a social studies, science, or math lesson.

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During independent writing, students are thought to produce their own written texts by drawing on knowledge and skills that have been taught during previous teacher modeling and guided practice. Independent writing is a time when children write by themselves.

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During partner time, students work together to come up with other ideas and or receive feedback/ give feedback that can help improve a child's writing.

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The share session provides a time for children to read, speak about, and to listen to their own writing work and the work of others. Share time is a way that children learn from each other. After being presented with various ideas and styles from their author peers, children will often try these in their own work.

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Ray, K. W., & Cleaveland, L. B. (2004). About the authors: Writing workshop with our youngest writers. Portsmouth, NH: Heinemann.

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Loewen, N. (2009). Writer's Toolbox. Picture Window Books.

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Since the mini-lessons are short, there is not a lot of time for teacher talk, so one way to make the mini-lesson even more ELL friendly is to slow down speech and stop for a structured turn and talk. During this portion of workshop, ELL's are practicing listening and some speaking as well.

Using anchor charts serve as a key piece of the mini-lesson because is provides the students with clear step-by-step guidance to completing their work.

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During independent time students work on their own reading and/or writing.

Allow ELL students to read in their native language so they do not become discouraged if they are reading below other students. This allows them to work with a mentor text that will best help them. Also keeps the bridge strong between the two languages as long as they continue to use the two languages.

During this independent work a teacher can provide one-on-one time with the student. ELL's will benefit from this time because it allows for the ELL students to have time to process their thinking, translate if they need to and build courage which will ultimately reduce stress and create comfort in the classroom.

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Allow students to work in small groups so ELL students feel less anxious about entire class discussion. This may allow for an ELL student to want to share their writing.

This may also be a chance for an ELL student to learn from another student in the classroom which could be another way to build confidence.

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A writing workshop contains the following components:

A safe learning environment in which students can freely write and enjoy their time as authors.  The teacher is there as a helpful guide for students to use.

The culmination of the following components: A mini-lesson, independent writing, partner time, and sharing. These concepts must be present for the time to be considered a writing workshop.

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38. Serving ELLs Through Reading & Writing Workshop | Empowering ELLs. (2017, May 26).

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The final piece of writing workshop is share time. For some ELL students, sharing can be intimidating. One strategy that we can do for our ELL students is to allow them rehearsal time which will relieve some of the stress they may have. This also builds their confidence before they share with the class.

During this portion of the workshop, ELL's are practicing listening and speaking, if they choose to share.

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Pure Literacy. (2016, March 20). Tips To Adapt Reading and Writing Workshop to Support English Learners.

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Other Tips
It is important to emphasis the need for ELL students to have practice using both English and Native Language

This will help with their receptive language sills (their listening and reading) as well as their expressive language skills.

Oral Rehearsal is Key
Many students learn best through reciting and sharing their writing with others. There is no difference when it comes to ELL students. Teachers need to first model how a piece should be read, then encourage students to really practice it.

Don't Forget Scaffolding
Using "sentence starters" can be of great benefit to ELL students. Sometimes they do not have the vocabulary to explain a choice so giving them a starter will help. Some examples include:

"I think this because..."
Or
"This is important to me because..."

Little phrases like these may seem mundane and boring, however, it will greatly help ELL students to feel more comfortable

Being Respectful
When conferencing with an ELL student, make sure to keep your talk to a minimum- no more than two minutes. This should be a time for feedback, not necessarily a lecture. Talking for an extended period of time can overload students- especially ELL students. It is still the teacher's job to coach and guide them, but they should be the one exploring and discovering what needs to be changed.