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    Writer's Workshop 
     
     
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    Writer's Workshop is similar to Reader's Workshop as it allows for the students to work on their writing skills during a workshop method.  Each unit focuses on a different genre of writing so that the children learn to write in a variety of ways. Instruction is differentiated and based upon information acquired during the workshop.
     
    Writer's Workshop begins with a mini-lesson where concepts and strategies are taught so the children can learn to write or impove their writing skills. This direct instruction is often based on the teacher's own writing or authentic literature.
     
    After the mini-lesson, the children break into their writing groups based on assessment, which is always on-going. One group is working with the teacher in guided writing. The teacher works with this group based upon the needs of the group. At the beginning of the year, "Word Road Maps" are used by drawing lines for the words in the children's sentences. Students stretch out their words using invented spelling. The teacher confers with the students in order to teach skills that are appropriate for that lesson. 
     
    Another group is busy illustrating their pages and labeling their pictures using a variety of drawing tools (crayons, markers, etc.) These students independently rate their illustrations on a rubric hanging by their designated location.
     
    Each day the children are given highlighted words from their writing creation that they have spelled incorrectly. On a white board with an Expo marker, the children practice writing these words in conventional spelling so that the words become "stuck in their brains." This is occuring at another center.
     
    A writing literacy center is busy with a variety of games and writing tools to enable the children to practice the skills they are working on.  Each of the children visits all of the centers each day.
     
    Share time is when the students gather back together to share what they did during their independent writing time. During this time, the children observe and learn from their classmates. They learn how to critique other's work with positive comments and reflect upon their writing progress. A writing rubric is hanging in the classroom for each of the children to gauge their quality and quantity of writing. 
     
     
    Writing Goals: 
     
    I will draw a picture with labels.
     
     
    I will write a letter for the sounds I hear. 
     
     
    I will use the word wall to help spell words.
     
     
    I will put spaces between my words.
     
     
    I will use an uppercase letter at the beginning and a punctuation mark at the end.
     
     
     
    I will begin a story with a great opening lead. 
     
     
    I will write a story with a beginning, middle and end (maybe with a feeling). 
     
    I will show and tell WHO was there, WHAT they are doing, and WHERE they are.
     
     
    I will show and tell how a character is feeling.
     
     
    I will use "Fancy Nancy" words in my writing.
     
     
    I will write using Fundations printing between the lines. 
     
    Writing Assessments per each quarter:  Students receive a score based on his/her writing sample using the Learning Progression for Opinion, Informational, and Narrative writing. The "On Demand" Writing Sample is administered as a pre- and post assessment where students write within the genre of study independently within a given timeframe, uninterrupted. The sample stems from the Learning Progression for the specific genre being studied.