Kindergarten WRITER S WORKSHOP

1st Grade WRITER’S WORKSHOP

Day 1 – We Write Everyday!

Teacher Mini-Lesson: Tell students that it is time for one of the most important times of the day: Writer’s Workshop. This is the time everyday when they all become real-life authors! Tell the students that you will also be an author everyday and will write in your own draft book. When they watch you write, they will learn to become better writers.

Read aloud the book Little Monster Becomes an Author* by Rozanne Lanczak Williams. Lead a short discussion about how Monster became a real author in the story. Possible questions to foster discussion:  How long do you think it took Monster to complete his book? Did it happen all in one day?  Look at Monster’s list of writing ideas. Are your writing ideas the same or different?  Would you like to sit in an Author’s Chair or Share Chair?  If a monster can become a real author, then kids sure can!

Model a think-aloud of your own writing idea. Draw a picture and write 1-3 sentences (based on the ability levels of your students). Remind the students that it is OK if they do not finish their story (just like Little Monster probably did not finish his story in 1 day). They will have more time to work on their story tomorrow. Sample:

I was excited to meet my new students today. I know that this will be a great year! Remind students that they are not going to write the same story as you did – that is YOUR story, and they will all write their own story. Have students brainstorm ideas for writing.

Conferring Tips: Some students may not know what to write about. Ask children questions to prompt ideas... Do you have a pet? Did you go on a trip this summer? Do you have a brother or sister? What is your favorite food? etc. Encourage more advanced writers to write several sentences.

*Feel free to use a book of teacher-choice with a similar theme. An additional suggestion:  Rocket Writes a Story by Tad Hills 1st Grade WRITER’S WORKSHOP

Smart Start, Day 2 – Writing Tools

Teacher Mini-Lesson: Tell students that real authors need special writing tools. This year in first grade, they will have 4 very important writing tools that will be used every single day. Model the proper use of these tools (and proper misuse to add humor to the lesson) as you explain them. (See linked documents on the planner to access files associated with these tools.)

 Pencil – Writers ONLY use pencils when planning and writing in their draft books. Ask students why pencils are the best tool to use. Guide them to the conclusions that pencils can be erased (unlike markers or crayons), are easy to hold/control, and help with nice handwriting. Remind students that they become illustrators only when they publish their writing, not when planning or drafting.  Draft Book – This is the special book that will be used for all of the students’ pre-writing and drafting activities. Remind students to use every single page (even the “backs”). Students will also date every writing entry.  Writing Bookmark – The bookmark serves two important purposes. It is used to mark the students’ page so that he/she can quickly find his/her place at the beginning of Writer’s Workshop everyday, and it has important reminders on it for good writing. Model how to use a bookmark.  Writing Folder – The Writing Folder will contain all of the students revised/edited work and published pieces in the pockets, and all resources (Word Wall, Sound Card, Goal Sheet, etc.) in the brads. Show students the Word Wall, Sound Card, and Goal Sheet in their folders and explain how they will be used all year.

Model a think-aloud of your own writing idea. Draw a picture and write your matching story. Model the use of the writing tools as you write. Sample:

I went to the store. I bought strawberries. Remind students that they are not going to write the same story as you did – that is YOUR story, and they will all write their own story. Have students brainstorm ideas for writing. Conferring Tips: Encourage students to use their writing folder resources while writing. Continue prompting/questioning students who have trouble formulating ideas. 1st Grade WRITER’S WORKSHOP

Smart Start, Day 3 – Behavioral Expectations

Teacher Mini-Lesson: Explain that in order to become better writers, the students always do their best during Writer’s Workshop. They will have specific expectations during this time each day that will be the same throughout the year.

Draw a T-Chart on a poster board or chart paper. Have students help you list what student behavior should look like and sound like during the Teacher Mini-Lesson portion of Writer’s Workshop. Example: Teacher Mini-Lesson

Looks Like Sounds Like  Sitting criss-cross  Teacher talking  Eyes on teacher  Student voices off  Mouths closed  Hands raised  Teacher writing

Draw another T-Chart on a poster board or chart paper. Have students help you list what student behavior should look like and sound like during the student work time of Writer’s Workshop. Example: Teacher Mini-Lesson Looks Like Sounds Like  Students in their chairs  Voices off or very quiet  Hands raised if help is needed  Teacher’s quiet voice  Teacher helping  Soft music playing  Pencils moving

Hang these t-charts on a wall dedicated to Writer’s Workshop.

Have students brainstorm ideas silently or with partners before going to their desks for independent writing time.

Conferring Tips: Encourage students to use their writing folder resources while writing. Continue prompting/questioning students who have trouble formulating ideas. Point to the t-charts whenever any student is off-task and remind them of the Writer’s Workshop expectations. 1st Grade WRITER’S WORKSHOP

Smart Start, Day 4 – Writers are never “done”

Teacher Mini-Lesson: Tell students that in some classes, but of course not this one, students can be heard whining in Writer’s Workshop. “Teacherrrr, I’m dooooooonnnnne.” Tell students that a writer’s work is never done. Explain that even as a teacher, you always have more you could write! “We are never ‘done’ during Writer’s Workshop.” Tell students that you know you won’t ever hear any whining from the writers in this class!

Explain that the students have 3 choices when they think they are done during Writer’s Workshop: 1. Add to my picture plan 2. Add to my words 3. Start a new story

Show students the handout with these reminders. The students should each add a hole-punched copy to his/her writing folder (in the brads). You may also want to add a copy to the writing wall.

Model thinking of your writing idea, draw your picture plan, and write your story.

Lulu woke me up. I took her outside. We stepped in mud. Conferring Tips: Encourage students to continue to use their writing folder resources while writing. Continue prompting/questioning students who have trouble formulating ideas. Point to the t-charts whenever any student is off-task and remind them of the Writer’s Workshop expectations. But What If I’m Done...?

add to my picture plan

add to my words

start a new story

1st Grade WRITER’S WORKSHOP

Smart Start, Day 5 – Buzzing with a Partner

Teacher Mini-Lesson: Tell students that before they can begin writing each day, they must have ideas! They can help one another develop good ideas by “buzzing” with one another. Explain that after your mini- lesson each day, students will buzz in pairs to discuss their ideas for writing.

Model the buzzing process with a selected student. You and the student should “rally-robin” (speak back and forth, looking in one another’s eyes, actively listening). Model asking questions about your partner’s topic in order to expand their idea. Give compliments and be enthusiastic.

After buzzing with your partner about what you will actually write about today, draw your picture plan, and write your story.

Sample:

We went outside to recess. I played tag. It was so hot!

Pair students and have them buzz with one another before beginning independent writing time. (Have students buzz with partners every day before writing from here-on-out. Buzzing partners can change as needed.)

Conferring Tips: Encourage students to continue to use their writing folder resources while writing. Continue prompting/questioning students who have trouble formulating ideas. Point to the t-charts whenever any student is off-task and remind them of the Writer’s Workshop expectations.