Thursday, October 13, 2016

Writing Process Tips for Writing Workshop

At Richmond, we approach Reading and Writing Workshop following Columbia University Teacher's College Reading and Writing Project in NYC led by the educationally renowned Lucy Calkins. This model allows teachers to maximize instruction in reading and writing in a way that is aligned to the Common Core State Standards.

For Reading and Writing Workshop, each period follows the same basic format:

·         Mini Lesson: The teacher introduces a specific concept, also known as the teaching point, explicitly models or demonstrates the concept for the students, and provides students with a chance to practice the skill or strategy on their own or with a partner (5-15 minutes).

·         Independent Practice:  Students work independently while the teacher confers with students individually and/or meets with small groups of students in guided practice, strategy lessons and/or clubs (20-45 minutes).

·         Share: Students reflect on their work and share with their peers about what they have learned about themselves and how they have progressed towards their goals (5-10 minutes). 

With Writing Workshop being implemented school-wide this year, we thought it would be helpful to share a document outlining the writing process, as this is a key component to the Writing Workshop approach.  The Writing Workshop approach views writing as an ongoing process in which students follow a given set of procedures for pre-writing/brainstorming, drafting, revising, editing/proofreading, and publishing their writing.  This approach allows students to be at various stages of the writing process at one time with student choice and collaboration with peers and teachers being inherent in this model. 

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