Writing Workshop That Makes a Difference

If you have worked with me in the past, you have most likely seen and used my launching unit. I was asked about five years ago to create one that would go nicely with Calkins Writing Units of Study. Many of my schools launch writing workshop with the unit below. It was intended to build your writing community. I have come to realize that what matters most has always been to build relationships in the first few weeks of school. There are two areas in literacy that supports relationship building: Interactive Read Aloud with Grand Discussion and Writing Workshop. I have made a few changes (in bold) in the unit below to emphasize that relationship building. The title is different, there are added goals, and there are new lessons. Below are those changes. I would love to know your thoughts. And if you want the rest of the unit, please feel free to reach out to me so we can discuss how I can get that to you.

Launching Writer’s Workshop: Creating Your Own Writing Culture With an Emphasis on Building Relationships

 The First 15-20 days of Writing Workshop

(3-5)

Creating a culture in a classroom where everyone feels like a writer is the most powerful way to get started when teaching writing workshop. Yes, you have units with many teaching points, but first and foremost we need to get kids to believe in themselves and the work. Taking the time to do this will pay off big for the entire year.  You may even notice it spilling over into areas of instruction. Here are a few tips I learned along the way to create this magic of building confidence as well as craft, and most importantly, empowered writers with a voice.

BIG GOALS these first 20 days:

·       Building a community of writers where children see themselves as a writer –building confidence and TRUST

• Creating a space where everyone feels seen and loved

·       Taking writers through the writing process

·       Volume, stamina, and independence

·       Establishing YOUR rituals for writing workshop—music, writing with your writers, partnership work, fluid structures of walking back and forth to the gathering area

• The Power of the compliment: complimenting with love and admiration (around hard work, what you value, the stories you are willing to share, growth, process)

***Writers are writing small moment narratives (although that is just the container—we are focused much more on the above goals than the quality of writing for this unit).

***If you teach THIRD GRADE OR YOUR WRITERS HAVE NEVER USED A WRITER’S NOTEBOOK, then during this unit be sure to emphasize the power of the notebook.  It is a rite of passage in third grade and should not be given until writers reach third grade.  Therefore it is HUGE!  Say things throughout the first few weeks like…Writers live differently because they now have a notebook.  This is special to third grade…second graders don’t get one.  Writers see things others don’t. Carry it with you all the time, and write things you see, feel, notice, think about.  Your writer’s notebook is a precious gift.

TO PREPARE:

·       Create your own writers notebook: see day 4

·       Create a space for a writing center with draft paper (loose leaf/notebook paper), special black felt tip or ball point pens for all writing and purple and green for revision and editing, mentor text, inspirational writing quotes, scissors, tape, staples

·       Create space for your gathering area and writing charts

·       All writers use black and white composition books, pocket folders for drafts

·      Gather mentor text: Ralph Tells a Story by Abby Hanlon, The Best Story by Eileen Spinelli, Kitchen Dance, The Writers Notebook: Unlocking the Writer Within by Ralph Fletcher

Added lessons to support the second and sixth goal. Most likely done in the first two weeks (for goal two) and third week (for goal six):

Teaching Point: Everyone has a super power or two or three. What is your super power? How does it show up in your life?

Teaching Point: Who are we? What are our traditions, culture, race, gender, language, religion, family, food? How did you get your name? Create a page that honors you and everything beautiful about you. Look over it and see if any stories come to mind. See above.

Teaching Point: We are the stories we tell. We are not just one story, we are full of so many. And each story matters. The time we did something embarrassing or the time we did something we regret or the time we had to handle something hard. Each story makes us, us and beautiful. We need to tell them all. To know me is to know my stories. What is a story that’s hard to tell? Maybe a time when you failed short, or a time when you did something you were ashamed of, or time when you were embarrassed.

Teaching Point: Yesterday we wrote about stuff that felt uncomfortable. You were so brave in doing so. And you know those moments and how you handled them, make you the amazing person you are today. Thank you for telling your truths and trusting all of us to love you even more. Today we are going to write more truths, more places that may feel uncomfortable to open up, but we are going to love these places of discomfort because we know how much they shape us and makes us strong and beautiful. As true writers, story tellers, we have to write our truths as hard as they can be. They can help give us pride, they help us love and admire the person we are even more. SO today writers, I am going to ask you to be courageous. When was there a time in your life when you had a problem (maybe was solved but was hard/ getting your own room/fighting w your sister/), an issue (possibly never solved/fight with a friend, meeting dad’s new girlfriend), or Trauma (disturbing experience/loss/pandemic). What was that like? How did you handle it? Who else was in this situation with you? What was the moment of truth?

Teaching Point: When we learn more about ourselves and others we start to form opinions. We start thinking about what matters to us. We may even start asking what do we stand for. As far back as I can remember, I have LOVED whales. I know there are some types of whales that are endangered and in fear of becoming extinct. I have always stood for them, and for animals for that matter. This summer has made me realize how much I need to stand for black lives. I have close friends who are black and have dealt with racism. I definitely stand for black lives. What are you passionate about? What do you stand for? What feels unjust or not right? Over the summer, I worked with a group of girls and they rewrote the pledge because they felt as if saying “…In justice.” wasn’t right because there wasn’t justice for all. See pledge.