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Writing Workshop can be used to develop communication skills:

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Writing Workshop can be used to develop communication skills:

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Reading- In WW the teacher reads a short story out loud. This is a time for students to hear an example being read to them and begin thinking of what they connect with in the story and want to write about. Students are later given the opportunity to read, which helps develop their skills. Students will be reading their own writing so they will feel more comfortable with the information. They will be reading it to a small peer group in a comfortable setting. Each time they review their piece they will be reading it in their head to go over the material.
1.3 1.K Read and comprehend literature on grade level, reading independently and proficiently.

Speaking- In WW students will share their writing with the class and with their peer groups, allowing them to use skills like pronouncing their words correctly, the tone of their voice, and the confidence needed to volunteer to speak in front of everyone. This will give them a chance to volunteer and be proud of what they wrote. Students often think nothing is worth writing or good enough, this is a time for them to be encouraged to share and tell them it was very interesting and connect with their experiences.
1.4 1.W With guidance and support, recall information from experiences or gather information from provided sources to answer a question.
1.5 1.A Participate in collaborative conversations with peers and adults in small and larger groups.
1.5 1.C Ask and answer questions about what a speaker says to gather additional information or clarify something that is not understood.

Listening- In WW students learn how to hear new words and perspectives from listening to other students and their teachers. The stage of sharing in WW is a time for students to hear their peers writing and listen to what they have to say. In another way students also learn to listen to themselves read and find errors.
1.2 1.B Ask and answer questions about key details in a text.
1.2 1.C Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Writing- In WW students learn how to communicate what they are thinking and feeling to each other. This is the time for them to write in their journals about their interests and connect them to what they are writing about. They are given freedom to write what they want to write about and be creative. This is the writing stage in the WW process and is about students feeling comfortable with their abilities and strengthen their writing skills.
1.3 1.C Describe characters, settings, and major events in a story, using key details.
1.4 1.B Identify and write about one specific topic.
1.4 1.M Write narratives to develop real or imagined experiences or events.
1.4 1.O Include thoughts and feelings to describe experiences and events.
1.4 1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
1.5 1.D Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Viewing- In WW students have peer to peer conferences and student teacher conferences. This is a time they look and reflect on what they wrote. This is a chance for a fresh pair of eyes when other people view it. It is also helpful that a student can look back at their work a few days later and see if they want to change anything.

Visually Representing- In WW students draw pictures to go along with their stories. Struggling students can draw what they are trying to communicate if they are still improving their writing skills. A teacher can hang visuals of charts and diagrams around the room to represent the process of WW, students can check their progress and keep note of how far along they are in the process. Some students are visual learners, so a diagram or picture would be easier for them to follow and imagine.
1.5 1.F Add drawings or other visual displays when sharing aloud to clarify ideas, thoughts, and feelings
1.2 1.G Use the illustrations and details in a text to describe its key ideas.

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In the video above, the teacher uses a graphic organizer showing how to identify big topics and smaller topics. This organizer shows visual aids and sentence structure that go with the illustrations. A teacher could use this type of graphic organizer during writing time for the children to connect what they have learned and apply it to their writing.

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This form can be used for parent-teacher conferences.

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Writing workshop is very beneficial to all students, especially students who are below or above the norm of the class. For a struggling student, ELL student, and students with special needs writing workshop gives them the chance to go at their own pace, with a stress free environment. The process allows the students to brainstorm on their own. Students also have opportunities to conference with their peers, as well as the teacher, one on one or in a group setting. Especially, as an ELL student, they will be able to read it out loud (which will help them orally) and they will write or draw on the paper, this will help to advance their language skills. This is an opportunity for you to honor the child and his/her families' culture and their reason for writing.
As a teacher we want to connect with all students and build upon their strengths. A way to do this is have them keep a writer's notebook that is for their eyes only. The student is in a quiet and comfortable environment, surrounded by their own thoughts and they have the option to go to their peers or teacher at any point. The writing workshop is a way for students to focus on their writing process and not worry about fitting in with their peers. They will go through each step and can spend as much time as they are comfortable with on each stage. An example is to have them brainstorm a favorite place, they are familiar with, and imagine themselves there. Make sure to demonstrate and practice with them, so they are clear on the task. Tell them to use feelings and emotion behind their writing. This is a way that a teacher will connect with the student, who they are as a person and a writer. Take notes about the students and their interests. Throughout the class you will be able to check your notes and be able to relate topics from the classroom to the individual student, so it will stick better.

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For ELL writing workshop gives them the opportunity for individual time with the teacher or with peers. They can have conferences and take their time.

The blue writing journal worksheet is unmodified and the red writing journal is modified for students. It has a prompt to help them with and to steer them in the right direction.

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Writer's Workshop in a First Grade Classroom

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Come see the components of Writer's Workshop in action within my first grade classroom. You'll see a series of video clips from a mini-lesson, independent writing time, student-teacher conferences, and share time.

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1. Read Aloud
What?- Read aloud is the first component of Writing Workshop. The teacher shares a story aloud to the class.
How?- Read aloud can be done with picture books, chapter books, or even audio books.
Why?- Read aloud can spark students imagination and interests, giving them ideas to write about.
2. Mini Lesson
What?- A Mini Lesson is when the Teacher takes a short amount of time to introduce the topic for the day.  Mini lesson is not a mandatory component of Writing Workshop.
How?- Students sit in their desks listening to the teacher.
Why?- Mini lessons engage students and get them ready for the day. Teachers can also use this time to address any needs of the class.
3. Writing Time
What?- Writing time is when students have the opportunity to plan, draft, edit, and revise their work. This component is the most important in writing workshop and is usually the longest. During writing time students are also able to conference with their teacher.
How?- Students can be given supplies and a writing topic, or students can free write. Students are also able to find a comfortable space anywhere in the room to work on their writing.
Why?- Writing time allows students to be creative and express their thoughts and ideas.  This is a time for students to also work on their writing and comprehension skills.  Writing time can commence a love of writing.
4. Sharing Time
What?- Sharing time should only take up around fifteen minutes of Writing Workshop. Three or four students can volunteer to share their work with their fellow classmates.
How?-Students can share their work either in the front of the classroom or from their desks.  Students are encouraged to take notes and discuss how the piece makes them feel.
Why?- Sharing time helps students become more confident and proud of their writing. Sharing time also allows students to inquire ideas from each other.

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Uploaded by Children's Literacy Initiative on 2017-05-03.

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Writing Workshop in a First Grade Classroom- How We Plan Our Stories

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Uploaded by Children's Literacy Initiative on 2017-05-03.

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A Day in the Life of Our Writing Workshop

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Describes a day in our first grade writers workshop.

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Conferencing with the students can be one of the most important parts of the writing process. The teacher or other students are able to ask questions about the writer's ideas, give compliments, and also to offer advice. The sheet below is an example of a rubric that the teacher can use to give the student after the conferencing to help them edit or publish their writing.

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Different types of graphic organizers can help the children gather their ideas and to format their writing. There are many different types of graphic organizers, the graphic organizer below is easy to comprehend for most children and can be utilized in a mini lesson.

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In this document, the student's family is able to see what the classroom will be doing when working in a writing workshop.

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The checklist below is a visual aid that students can have with them to help them follow the basic rules of writing. If they realize they are not, it gives them a chance to revise their work.

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The children have comfortable settings to read and write in where the carpets are located. The children also have a more formal setting such as the student tables, desks, and round table to conduct their writing at. The teacher can also conference with the students at her desk where a student desk is located right next to it, go to the children, or use the Kidney shaped table to conference with a group of children.

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This is a rubric that all students could understand and be able to clearly see.