This document provides an overview of the writing workshop model of instruction to be implemented at Wolf Lake Elementary School. It describes the key components of writing workshop, which include a daily read aloud, mini lesson, independent writing time, conferring with students, guided writing groups, and sharing student work. The goal is to provide more opportunities for independent writing in response to a needs assessment finding that only 44% of teachers felt students had adequate time to write independently. The document explains each component and offers guidance and resources for teachers.

1. The Basics
WOLF LAKE ELEMENTARY
REBECA GRYSKO
PRESENTER

2. What is Writing Workshop?
 Method of teaching writing using a workshop method
 Students are given opportunities to write independently
and helps foster a love of writing
 Allows teachers to meet students’ needs by differentiating
instruction based on information gathered throughout the
workshop

3. Why Implement Writing Workshop?
 Recently, a needs assessment survey was
administered to classroom teachers and specialists at
Wolf Lake Elementary School.
 The purpose of the survey was to examine teachers’
perspective of the reading/language arts
instructional program.
 Only 44% of participants feel that their students
have adequate opportunities to write independently.
 Goal : Teachers will effectively implement Writing
Workshop to provide students with increased
opportunities to write independently.

4. Components of Writing Workshop
Time
Component
5 minutes
Read Aloud
10-15 minutes
Mini-Lesson
30-60 minutes
Independent Writing and Conferring
Guided Writing
5-10 minutes
Sharing

5. Read Alouds
 When teachers use Writing Workshop, they generally
focus on a specific genre (personal narratives,
informational writing, procedural writing, etc.).
 Read alouds allows teachers to use authors as models
for specific writing styles and genres.
 Teachers are not required to read the entire text.
Instead, choose important excerpts to read aloud.

6. Mini-Lesson
 Mini-lessons teach concepts, strategies, and
techniques for writing.
 Provides direct instruction and modeling
 Possible mini lessons include:
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Punctuation
Details
Personification
Dialogue
Here is a mini-lesson planning sheet from BTC to help you plan!

7. Independent Writing
 The most time is devoted to independent writing.
 Teachers should help students build stamina by beginning with a short amount
of independent writing time and building up to 30 minutes or more.
 Keep track of students’ progress with a chart like the one shown here.
 Students can also be involved in other activities during their independent
writing time:
 Writing in their schema notebook
 Journal writing
 Conducting peer-conferences
 Reading to support writing

8. The Writing Process
•During independent writing time,
students work through the five
stages of the writing process.
•Students may not all be working at
the same stage as once.

9. Conferring
 During independent writing time, the teacher meets
with either individual students or small groups to
provide suggestions and feedback.
 The teacher should keep anecdotal records which
include:
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Date of conference
Observations
Discussion dialogue
Watch an example of a writing conference between a student and
teacher.

10. Guided Writing
 During independent writing time, students can meet
in a small group with the teacher to work on guided
writing.
 Similar to guided reading, the teacher forms groups
based on students’ needs.
 Guided writing is especially helpful when a group of
students are struggling with the same concept.
Watch an example of a guided writing session.

11. Sharing
 Many teachers dismiss this component due to lack of
time, but allowing students to share their writing is
CRITICAL!
 The sharing component allows students to share
what they did during independent writing time with
either the entire class or with a peer.
 Sharing enables students to learn from one another.

12. Helpful Tips
 Have writing folders with students’ names on them to store
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writing resources, rough drafts, and final copies.
Make sure there is a World Wall available for student use.
Provide each student with a composition notebook to use as
a writer’s notebook.
Decide how you will organize your informal student data,
such as anecdotal records.
Establish a “writing area” for children to write
independently.
Inform parents of the writing program through newsletters,
parent night, etc.

13. Questions?
 Helpful Resources
 http://busyteacherscafe.com/literacy/writing_workshop.html
 http://www.tips-for-teachers.com/writersworkshop.htm
 http://www.davidson.k12.nc.us/education/components/scrap
book/default.php?sectiondetailid=28162