“If students are not engaged in writing at least four days out of five, and for a period of thirty-five to forty minutes, beginning in first grade, they will have little opportunity to learn to think through the medium of writing.”
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- Donald Graves
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We use the Writer's Workshop Model in our classroom for 45 minutes four days a week. Each student is given time to write on a topic of his/her choosing. Each day, a mini lesson is presented in order to strengthen the student's writing, coupled with student share in large groups or partner sharing. Student/Teacher conferences help the students grow with added personalized goals to their celebrated writing strengths.
Resources used:
- Units of Study
- Poetry
- The Steps in the Writing Process
- Six Trait Writing
- Writing A-Z
- Spiral-Up Spelling
- Phonics Lessons
- Write Source Grammar
Assessments:
- Kent School District Six Trait Writing Assessments
- Developmental Writing Assessment
- Student Writer's Notebooks
- Anecdotal records from student/teacher conference
Common Core Writing Standards
Text Types and Purposes:
CCSS.ELA-Literacy.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Production and Distribution of Writing:
CCSS.ELA-Literacy.W.2.4
(W.2.4 begins in grade 3)
(W.2.4 begins in grade 3)
CCSS.ELA-Literacy.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-Literacy.W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-Literacy.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
Recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.W.2.9
(W.2.9 begins in grade 4)
(W.2.9 begins in grade 4)
Range of Writing:
CCSS.ELA-Literacy.W.2.10
(W.2.10 begins in grade 3)
(W.2.10 begins in grade 3)
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