W is for Writing Workshop
What is writing workshop?
I got this idea from a co-teacher I worked with a few years ago. Writing Workshop is a set class in my 6 day cycle devoted completely to writing. For me, it is every Day 6 from 10:15-11:30. The kids learn the routine for writing workshop at the beginning of grade 6, and they continue with the workshop in English class until they finish grade 9. The continuity and routine of writing workshop allows for students to hone their writing skills and focus on the process of writing rather than producing finished products. Here is how a typical writing workshop class would flow:
What is the order that students work on a piece of writing during the work time?
I got this idea from a co-teacher I worked with a few years ago. Writing Workshop is a set class in my 6 day cycle devoted completely to writing. For me, it is every Day 6 from 10:15-11:30. The kids learn the routine for writing workshop at the beginning of grade 6, and they continue with the workshop in English class until they finish grade 9. The continuity and routine of writing workshop allows for students to hone their writing skills and focus on the process of writing rather than producing finished products. Here is how a typical writing workshop class would flow:
- 10:15-10:30 - Students get out their red and blue writing workshop folders. The blue folder is called "Work in Progress" and the red folder is called "Finished Work." They have an edit waiting on their desks for them when they enter class. They have 5-7 minutes to find the errors in the edit as an individual. Then, we meet as a class and correct together on the SmartBoard using a document camera and SmartBoard markers. This is a formative task and is not graded. The students have been taught editor's marks one by one in grade 6 and have a reminder bookmark on their blue folder as a visual. When we are finished, they add the edit to the collection in their blue folder.
- 10:30 - 10:45 - The teacher does a mini lesson on a specific skill such as writing a good introduction, choosing descriptive adjectives, or writing topic sentences. Choose mini lesson topics based on student work in the past week or so, and choose a topic that the majority of students need to improve on.
- 10:45 - 11:30 - This time is set aside for students to work on their current writing assignment. Students always follow the same order when completing an assignment.
What is the order that students work on a piece of writing during the work time?
- Teacher introduces writing topic and explains expectation. He/she also hands out a rubric so students are aware what they are being assessed on. A student exemplar might also be shown at this point, or the teacher could show exemplars later on in the process.
- Students complete a pre-write. This could involve a mind map or a graphic organizer to help students brainstorm ideas and organize their information into categories or paragraphs.
- Students write a rough draft from their graphic organizer or mind map. See the G is for Graphic Organizers page for examples or organizers and mind maps.
- Editing - Students complete a self-edit first and then get two peer edits on their writing piece. The peer editors use different colours of pens and write their name at the top of the rough draft so that there is evidence they have completed the edit.
- Students take the rough draft with the edits and complete a good copy. We used to do the good copy using Microsoft Word, but now we are using Google Drive to type the final copy because the teacher can view and edit the work as well (see D is for Drive page).
- Hand in the good copy with every piece of work from start to finish with the rubric on the front. The good copy goes into the red folder which is titled "Finished Work" and the teacher takes the red folders to grade.
- Teacher conferences with students on their graded work during the next writing workshop. I have nearly eliminated this step, simply because I have been conferencing with students electronically throughout the writing process using Google Drive. It is still good to have the face-to-face conferencing as an option because some students learn better through the interaction with the teacher.
- At the end of the year, students do another copy of all of their work compiled into a portfolio of writing. This gives students an opportunity to make changes the teacher has suggested on the rubric and good copy. The teacher can give an extra 5 marks to each piece of writing based on how much editing or revising the student has done.
Why not integrate writing workshop into regular class time?
I have found that setting aside this time specifically for writing workshop has allowed students to focus on their writing without distractions of any other work we are completing in English class. For example, if we have been working on a story the previous day in English class, students know that we will not return to the story until the day after writing workshop. It is also time that the teacher can address issues with student writing that has been happening throughout the week. Students also respond well to the routine, and after having been taught the routine in grade 6, they can continue for the next four years and the next teacher does not have to teach those skills. As a teacher, I love having the specific time set aside because it eliminates some planning. I can print edits ahead of time, for the entire year if I want, and mini lessons are easy to get ready because it is something I have noticed in work we are doing lately. My planning for writing workshop basically involves handing out the edit for that day, selecting the next writing piece, and finding a rubric. In theory, I could even have my entire year of writing workshop planned in the summer and we would just move along as students complete the writing pieces. However, I like to adjust for student need so I only get ahead one or two assignments so that I can still adjust the assignments.
I have found that setting aside this time specifically for writing workshop has allowed students to focus on their writing without distractions of any other work we are completing in English class. For example, if we have been working on a story the previous day in English class, students know that we will not return to the story until the day after writing workshop. It is also time that the teacher can address issues with student writing that has been happening throughout the week. Students also respond well to the routine, and after having been taught the routine in grade 6, they can continue for the next four years and the next teacher does not have to teach those skills. As a teacher, I love having the specific time set aside because it eliminates some planning. I can print edits ahead of time, for the entire year if I want, and mini lessons are easy to get ready because it is something I have noticed in work we are doing lately. My planning for writing workshop basically involves handing out the edit for that day, selecting the next writing piece, and finding a rubric. In theory, I could even have my entire year of writing workshop planned in the summer and we would just move along as students complete the writing pieces. However, I like to adjust for student need so I only get ahead one or two assignments so that I can still adjust the assignments.
What are the advantages of writing workshop?
I have noticed a huge difference in student output in their writing. Substitute teachers that have been to our school have commented on the high level of writing in my middle years students. Once the kids know the routine, it is very easy for students to get down to work. Because the time is set aside for writing, students know that they need to be respectful of each other and keep the noise level down. The peer edits make a huge difference in student's writing because they become aware of each other's writing and their strengths and weaknesses. They can incorporate techniques they have learned through editing other's work, and it also helps them become better writers because they learn what to catch in their own writing and how to make their writing better. As a teacher, I love that I am not the only one assessing the work. We look at exemplars and students can pick out the strengths and weaknesses of a piece. They also learn to assess their own work and their peer's work. By the time I actually grade a piece of writing, it has gone through several edits and corrections and I can focus on how to help students get to the next level of writing. I am not spending hours circling spelling mistakes or taking out capitals because someone has caught that error before me, or I have caught it using Google Drive and a simple comment. I don't want to spend all of my time fixing mechanical errors, I want to spend time improving the organization and creativity of student's writing.
I have noticed a huge difference in student output in their writing. Substitute teachers that have been to our school have commented on the high level of writing in my middle years students. Once the kids know the routine, it is very easy for students to get down to work. Because the time is set aside for writing, students know that they need to be respectful of each other and keep the noise level down. The peer edits make a huge difference in student's writing because they become aware of each other's writing and their strengths and weaknesses. They can incorporate techniques they have learned through editing other's work, and it also helps them become better writers because they learn what to catch in their own writing and how to make their writing better. As a teacher, I love that I am not the only one assessing the work. We look at exemplars and students can pick out the strengths and weaknesses of a piece. They also learn to assess their own work and their peer's work. By the time I actually grade a piece of writing, it has gone through several edits and corrections and I can focus on how to help students get to the next level of writing. I am not spending hours circling spelling mistakes or taking out capitals because someone has caught that error before me, or I have caught it using Google Drive and a simple comment. I don't want to spend all of my time fixing mechanical errors, I want to spend time improving the organization and creativity of student's writing.
Where can I find out more?
- A website I use to find edits is http://www.educationworld.com/a_lesson/archives/edit.shtml
- A website I use to make rubrics is http://rubistar.4teachers.org/index.php?screen=NewRubric
- Ideas for writing topics can be found in any writing guide book you already use in your classroom.
- Your school division may have exemplars and writing rubrics for each grade level - mine are found on a shared portal. A digital learning coach or tech-savy teacher should be able to help you find out if your division has digital copies of exemplars and rubrics.
- Of course, a google search can help you find just about anything you are looking for on the topic of writing.