The Parent’s Guide
to Writing Workshop
Writing Expectations
Students will write independently with stamina.
Students will write to communicate ideas and information effectively.
Students will use the writing process to produce organized work.
Students will write organized responses to text-based questions.
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Writing Expectations
Students will use vocabulary that matches the purpose of writing.
Students will apply rules that apply to punctuation, capitalization,grammar and usage.
Students will apply spelling strategies.
Students will use legible handwriting.
How can we help students reach these goals?
Writing Workshop to the Rescue!
In Writing Workshop, students…
-learn they have stories worth telling, information worth sharing, and they can use their writing topersuade others and affect change.
-self-select their topics, leading to independence.
-write for extended periods of time, leading to increased stamina.
-collaborate with peers for feedback and assistance.
-participate in minilessons where the teacher offers instruction on a writing strategy or technique to try.
Writing Workshop to the Rescue!
Students…
-confer with the teacher on his/her piece of writing and next steps for growth as a writer.
-work through the writing process, which includes revising and editing the piece.
-learn that attention must be paid to conventions and spelling for the writing to be
understood by readers.
-publish writing in some way, sharing his/her work with an authentic audience.
According to Katie Wood Ray, author of Writing Workshop: WorkingThrough the Hard Parts (And They’re All Hard Parts):
“In writing workshop, teachers invitechildren to do all the things a writer reallydoes: research, explore, collect, interview,talk, read, stare off into space, co-author,and yes, prewrite, draft, revise, edit, andpublish...The focus is on writers who usewriting to do powerful things in the world inwhich they live.” (page 5)
*Essential Features of Writing Workshop:
●Choices about Content
●Time for Writing
●Teaching
●Talking
●Periods of Focused Study
●Publication Rituals
●High Expectations and Safety
●Structured Management
*Ray, Katie Wood and Laminack, Lester. (2001). The Writing Workshop: Working Through the Hard Parts (AndThey’re All Hard Parts). Illinois: National Council of Teachers of English.
Tools, Terms & Techniques in WritingWorkshop
Writer’s Notebook : This is a placefor writers to catch all the inspiration they find intheir lives that could lead to a piece of writing. Wepersonalize the notebook with pictures andmemorabilia of important moments, all of whichcall to mind stories we might want to write about insome form. Writers can sketch, make lists, writequotes, and freewrite in the notebook.
Minilesson: This is a lesson taught to the whole class. A teaching point- what we want thestudents to learn- is named, modeled and then practiced by the students before they go off and tryit in their own writing. One example of a minilesson could be interesting ways to start your piece(leads).
Conference: A writing conference is when the teacher pulls up next to a student andhelps him/her directly. Teachers keep track of skills students need to work on and next steps forthem to grow as writers. Teachers often directly show the writer how to do something or use amentor text to illustrate the point.
Mentor Text: A mentor text can be a book, a poem, an article- any piece of text- that iswritten well. Teachers use mentor texts to show students how writers use craft to make their writingeffective. These texts become other teachers in the room!
Writing Process: The writing process involves collecting ideas orresearching, drafting (which is your first attempt at writing your piece), revising,editing, and then publishing. It rarely happens in that straight line! Writers oftenstart drafting, then realize they need more research. Writers revise and edit, thenmaybe draft some more. Revise and edit again! When the piece is as good as itgets, the writer publishes!
Publish: Publishing is when you send your writing out into the world. Itcould mean sharing with classmates or families, posting it on a bulletin board, orsharing it through a blog. Publishing is when the writing you wrote is read bysome audience. It is the purpose of writing- for the piece to be read. The hardwork creating the piece can be celebrated!
Talk to Me About Spelling…
Young writers have many things to learn. They need to learn how to pick a topic, how touse words to express what they want to say, how to organize their writing and be clear.They need to consider the audience they are writing for and make appropriate wordchoices. They need to know conventions, like capitalizing the first letter of a sentenceand using punctuation to end their sentences. They also need to spell words correctly soreaders can understand the work and not get distracted by errors.
That being said, there is so much more to writing than spelling!
●The first time you look at your child’s work, you might want to only discuss themisspelled words or mistakes you see with punctuation.
●Try to resist that urge! Discuss the message your child is trying to convey and saysomething positive about what your child has attempted.
● If your child chose to use the word “anxious” but spelled it wrong, you can stillpraise their attempt to use a more sophisticated word than “sad”.
●If kids think spelling correctly is the most important thing about writing, they won’ttake chances with more interesting and precise words.
Spelling DOES Count!
Using appropriate grammar, punctuation, and conventions are importantbecause they help readers understand the message the writer is trying toconvey. Spelling is also important for that reason. We will work on these skillsin the following ways:
Word study through our Fundations program to learn spelling rules, suffixes,prefixes, homophones, and trick words.
Studying mentor sentences and thinking about the way the sentence wasconstructed, including punctuation.
Learning to edit our work and be mindful of looking up words we are unsureof and making sure each sentence is clear and ends with punctuation.
How Can I Help My Child Grow as a Writer?
Tell family stories and tales about when you were a kid. Storytelling is agreat way to help students internalize story structure.
Encourage reading and love of words! Most writers claim to be avid readersand say that reading widely helped them to become skilled writers.
If something interesting or funny happens, encourage your child to writeabout it in the writer’s notebook or on his/her blog.
Play word games like Scrabble or Words with Friends and show interest inlearning new words, too.
Have lots of writing tools available- pencils, pens, colored pencils, markers,and access to online writing/blogging.
Show interest in your child’s writing. Be positive!
