Writer's Workshop Model

2. Philosophy of Writer’s Workshop
•Encourages independence
•Gives writers a high degree of choice
within a framework and genre
•Has a regular and consistent structure
•Builds stamina and volume in writing –
Students write everyday!
•Teachers teach writing everyday!
•Focuses on the PROCESS of writing, not
just the PRODUCT
•Uses literature to teach the craft of
writing
Writer’s Workshop is not a program - it is
an approach that…

3. Meeting Area in the classroom (even in upper grades)

4. MATERIAL
Pens (black and colors)
Writing Folders (K-2)
Writing Notebooks and Drafting Folders
(3-6)
Teacher Notebook and Folder
Paper Choices
Charts
Mentor Texts
Other* (staplers, tape, revision strips etc.)
* Teach them how to use it before you put
it out!

6. Parts of a Writer’s Workshop

7. The Mini Lesson
•Has one clear teaching
point that is stated multiple
times
•Lasts only 8-12 minutes
•Has 4 parts:
• Connection
• Teach
• Active Engagement
• Link

8. The Mini Lesson
•Connection:
Students learn why today’s instruction is
important to them as writers and how the
lesson relates to their prior work. The
teaching point is stated.
“Yesterday, we…”
“I noticed…”
“Today I want to teach you…”

9. The Mini Lesson
•Teach:
The teacher shows the students how
writers go about doing whatever is being
taught. We may teach by demonstrating
(modeling how and when writers use this
strategy or concept in their work rather than
simply telling what writers do); explaining
and showing an example; involving the class
in a shared inquiry; or taking them through
guided practice.
“Watch me…”
“Today I will show you…”

10. The Mini Lesson
•Active Engagement:
After we teach something,
students are given a chance to
quickly practice what has just been
taught or to share noticing's about
the demonstration in order to
understand a kind of thinking
about writing that they can try in
their own work.
“Now it’s your turn to try…”
“Turn to your partner…”

11. The Mini Lesson
•Link:
The teacher reiterates what has just
been taught, adding it to student’s
growing repertoire. Students are
reminded that today’s lesson pertains not
only to today, but to every day and to
strengthen their writing for the specific
unit inquiry.
“Today and every day…”
“Off you go…”

13. Teaching Share
•At the end of the workshop, writers come
together to culminate the day’s work. The teacher
may highlight the work of a student, retell a
conference, or prepare for the next workshop
session. Students may reflect on their work with
a partner or table group.
•
The teacher may also choose to include a daily
edit focused on grammar or conventions at the
end of the share.