# data[].attributes.body
Souto-Manning, Mariana & Martell, Jessica. (2016). Reading Writing and Talk: Inclusive Teaching Strategies for Diverse Learners, K-2. NY, New York: Teachers College Press.
Spandel, Vicki. (2012). Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms. Boston, MA: Pearson.
[Just Instrumental Music]. (2017, October 9). Mozart Classical Music for Studying, Concentration, Relaxation | Study Music | Piano Instrumental [Video File]. Retrieved from https://www.youtube.com/watch?v=VB6SIKl8Md0
[Sarah Maffei]. (2015, May 5). Writers Workshop - 3rd Grade [Video File]. Retrieved from https://www.youtube.com/watch?v=ZA4Cnn3D1G8

# data[].attributes.headline
Playing Classical Music During Writing Workshop

# data[].attributes.subject
Playing Classical Music During Writing Workshop

# data[].attributes.body
Calming background noise such as classical music, or nature sounds helps students to concentrate during writing workshop. Below is a sample of music that can be beneficial to students during writing time.

# data[].attributes.attachment_link.title
Classical Piano Music by Mozart 🎼 Relaxing Piano Sonata for Concentration 📙 Best Study Music

# data[].attributes.headline
Example of Teacher Led Conference Sheet:

# data[].attributes.subject
Example of Teacher Led Conference Sheet:

# data[].attributes.headline
Classroom Layout that Supports Writing Workshop

# data[].attributes.subject
Classroom Layout that Supports Writing Workshop

# data[].attributes.body
In the layout created below we provide a set-up that supports writing workshop. For mini lessons students can either learn from the circle rug, or their student tables. There is also a projector (smart board), and an easel for the teacher to use as resources during the lesson. Students desks are formed like tables so they may work in groups or independently. There are two tables located in the back of the classroom. The kidney table is used for teacher conferences although conferences can also be held all around the classroom. The round table can be used for peer conferences which allow more then two students to work together. Over by the square rugs students can sit in chairs and on the rugs and use the books from the book stands as writing resources. There is also a computer located in the back for any students with special needs. The shelves on the side of the classroom are for students to place their notebooks.

# data[].attributes.body
Read Aloud

What: Usually an introductory lesson where the teacher will begin a read aloud of a story or samples from professional writers. The lesson is focused on looking at writing skills such as voice, leads, and details.
Why: The read aloud informs students on what to look for in their writing. It provides them with the opportunity to look back on their writing and see if they conveyed these details in their pieces.

Mini Lesson

What: An Introductory lesson or instruction to get things started. Usually consists of a read aloud of literature, model writing, or a focused lesson on direct skills. Mini Lessons are short and usually no longer than 15 minutes.
Why: The purpose of mini lessons is sometimes to address the weakness that students have in their writing  during the previous workshop. In addition, mini lessons also teach students tools to enhance their writing skills

Writing Time

What: Writing time occurs after the read aloud or mini lesson. This is usually when the majority of writers workshop occurs. During this time students can independently write in their folders or notebooks. Resources such as dictionaries, handbooks, and posters are usually available. During this time the teacher might hold short conferences to provide feedback, and also allow peer conferences depending on what stage of writing the student is at.
Why: The more a student writes the more they enhance their writing and reading skills. This time allows the student to do this. During this time students can practice the stages and skills of writing independently or with peers.

Sharing

What: Sharing usually takes about 15 minutes where a group of writers share their work to peers or their teacher who then will ask questions and provide feedback to the writer. Kindness is encouraged during this portion because you never want to make a student feel bad about their writing, you only want them to grow.
Why: Sharing allows students to think deeper into their writing from another's perspective. Student's are told to not reply back with just a simple statement such as, "It was good." The are encouraged to share what they visualized during the reading, and to ask questions that would add to the writing.

# data[].attributes.headline
How Writers Workshop Develops Various Communication Skills

# data[].attributes.subject
How Writers Workshop Develops Various Communication Skills

# data[].attributes.body
Reading:  Writing is reading and reading is writing, the more you incorporate the two in a child's learning development the more they enhance their skills. From the start of writers workshop students begin to develop their reading skills in the mini lessons such as read aloud, and model writing. Later in the workshop students review their peer's writing as well as their own thus enhancing their reading skills.

Speaking Skills: In writers workshop, students are taught how to convey voice in their writing, which is basically the students personality on paper. Our personality is what we project when we speak. During the writing process students are able to work with their peers discussing ideas, suggesting format changes, and asking questions. Conferences are also held during writers workshop where the teacher may ask open ended questions about the students writing, which helps them to not only prepare their piece to its full potential but also enhancing their speaking skills. Their speaking skills begin to develop because through the help of their teacher and peers they are able to improve their grammar and sentence structure.

Listening Skills: During Mini lessons and sharing students will be developing their listening skills. In mini lessons such as model writing, students are require to listen to the piece the teacher is showing and incorporate their ideas. They must listen to the lesson, comprehend it, and then project their ideas. Later in writers workshop students will brainstorm topic ideas together where it will require to listen to their peers thoughts in order for them to find a topic that might interest them. Finally, when student begin to have teacher and peer conferences they listen to the feedback given to them on their writing, and use that feedback to revise their work. In the end students will share or publish their work to their peers not only enhancing their listening skills but their speaking skills as well.

Writing Skills: The more a student writes the better of a writer they will become. Souto- Manning and Martell stated in their book, Reading, Writing, and Talk, "No matter what, just let them write every day. Even if you're not sure what to teach, just let them write. They'll do fine" (2016, P.111). Here it explains that if a student writes, the process of writing alone can only benefit them. The basis of writers workshop is learning the process, conventions, and skills of writing, and just writing in general. As a result a student's writing skills develop the more they write, hence why writers workshop is beneficial.

Viewing Skills: In writers workshop students are viewing examples of published writers, their peers, and of themselves. They are viewing images that might help them develop a topic, and then participating in conversations with their peers and teacher. Students are also learning how to revise and edit during mini lessons which requires viewing. When students are editing their own or their peers works they are also enhancing their viewing skills.

Visually Representing Skills:  Visually representing something is defined as how an individual gathers and shares information. During writers workshop student are constantly gathering information from their teacher, peers, and themselves through mini lessons, independent writing, conferences, and sharing. Continuously through writers workshop, through these elements student are developing their visually representing skills

# data[].attributes.headline
Writing Workshop and How it Enables the Teacher to Support a Range of Students

# data[].attributes.subject
Writing Workshop and How it Enables the Teacher to Support a Range of Students

# data[].attributes.body
It is inevitable during anyone's teaching career that they will have a student or many students who will be struggling, have special needs or is an ELL student. There are many aspects of writing workshop that enables the teacher to support a range of students.

1.  Writing workshop provides a classroom with multiple alternative teaching strategies. In mini lessons, teachers can provide direct instruction, modeling instruction, or group activities.

2. When students begin to independently write during writing time, this time allows the teacher to move freely around the classroom to work with students who may be struggling, and then they will be able to provide one on one assistance.

3. Writing workshop gives students the ability to work independently or with other students. This is beneficial to ELL, special needs, and struggling students because as much as the students can learn from the teacher, they might understand something better when working with their peers.

4. During conferences struggling students can have extra time to understand a topic from their peers or teacher.

5. In writing workshop, student's writing varies in a wide range of forms such as drawings, poems, and stories. It is not bias towards any student, it allows students to write in their native language, or express what they want to write through pictures, poems, or what is familiar to them.

6. In a successful writing workshop students writing is treated the same as professional writing. They are both encouraged and praised. Writing Workshop allows the teacher to help students feel good about their writing, and to encourage them to keep doing so.

# data[].attributes.body
The amount of time that you allow during writing workshop is really up to the teacher. It is suggested that you start small and then expand the time you allow your students to write. Mini lessons are meant to be kept short, usually the smallest chunk of time from 10-15 minutes. Writing time is the largest chunk of writing workshop, and is usually 50% of the time during writing workshop or more. Read aloud, and sharing are essential to your student success and allows the students to share their work and expand their writing knowledge with their peers, this usually takes up a third of the time during writing workshop.