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1 - Launching Writers Workshop (Sept)

1 - Launching Writers Workshop (Sept)

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Published by bgeller4936

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Published by: bgeller4936 on Sep 01, 2009
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K-1 WRITINGTeachers CollegeReading and Writing Project
Dear Teachers,When you skim the pages that follow, you’ll see that we provide you with just a handful of detailed minilessons for your first month of the writing workshop. That’s because mycolleagues and I spent the last two years writing a very detailed year-long curriculum for K-2 writing. It was published two weeks ago by Heinemann. You’ll see, then, that we havegiven you just a bit of help on K-2 writing. We also want to steer you towards the series of month-by-month units of study, published by Heinemann (www.unitsofstudy.com
).When you get the Heinemann curriculum, you’ll see that we mention but do not elaborateupon a “Detour Study” for children who need it. We suspect that if you are a kindergartenteacher (and perhaps if you are a first grade teacher as well, depending on your children’sexperiences last year with writing) you will want help with this Detour study and so we’vetried to provide it.The good news is that we and your coaches will be with you in your classroom this year andwill be able to help you invent your own teaching in response to your kids.Best of luck over the next few weeks.Sincerely,Lucy CalkinsFounding Director Teachers College Reading & Writing Project
K-1 Writing, Page 2Teachers College Reading and Writing Project, Copyright 2003-2004
 NYC Regions 3, 4, 8 & 10 may duplicate these for educators within those Regions only.
The Writing Process in a K-2 Classroom
Children live like writers, seeing their lives as worth writing about. Children come to thewriting workshop already planning to write.
Children learn that depending on the genre they are writing, they’ll approach writing a littledifferently. If they are writing personal narratives (or small moment stories), they live likemagnets, collecting possible stories to tell. If they are writing procedural books, theyapproach writing thinking, “What do I know that I could teach others?”
Children often approach writing, planning to write a particular kind-of-text (a letter, an all-about book, a poem) and choose paper that matches their image of what they want to write
Children usually sketch before they write, and often say aloud the words they plan to write before writing them. If they are writing a story across the pages of a booklet, for example,they may touch each page of the blank booklet and say what they may write on that page.
Children write, knowing they’ll have a chance later to reread and revise their writing. Theyspell “as best they can” and keep going, trying for fluency as writers.
Children pause often in the midst of writing to reread what they’ve written. Sometimes asthey reread they make small changes, adding a missing word etc. When children rereadwhat they have written, this rereading in the midst of writing often gives them momentum tocontinue writing.
Ideally, the child’s work on a piece of writing spans several days. The child stores theongoing text in a designated spot, returning to it the next day.
The child may share half-written pieces with a partner, and use this sharing as a time tocontinue planning for upcoming sections of the text.
The child rereads the piece, often with a teacher and sometimes with a partner, and hopefullyrevises it. The child may revise the drawing or the words. The child is apt to revise firsttowards the goals of:saying moreensuring the text makes senseclarifyingadding detailsanswering anticipated or actual questions
Further Revision
Later, as the day of an author celebration approaches, children select their best draft(s) for  publication. They return to the text to do more extensive revisions. These may include:resequencing to make certain the order matches realitytaking out pages that “don’t go”improving a lead or endingadding dialoguetrying to show-not-tellany of the revisions listed earlier incorporating a feature the child admired in another author’s work 
The child checks to be sure readers can read the text
The child checks especially that he or she has correctly used whatever conventions theteacher has taught. These will include spelling word wall words correctly.
The child adds editorial repairs and improvements but does not make the piece entirelycorrect nor does the child re-copy it.
K-1 Writing, Page 3Teachers College Reading and Writing Project, Copyright 2003-2004
 NYC Regions 3, 4, 8 & 10 may duplicate these for educators within those Regions only.

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