5-10 minutes: Mini-Lesson Here the teacher will model a specific writing skill, trait, or style to the entire class. The teacher will also engage in read aloud and interactive writing. The teacher directed lesson will be done on the whiteboard or on the overhead. When the lesson is time, students are given time to ask questions. 2-3 minutes: Status of the Class Here the teacher will check to see the progress of each students before they begin their independent writing. Students will be dismissed to the Writer's Workshop table in the back of the room. There students find the die-cut pencil with their name on it and place it in the appropriate pencil holder. There is a pencil holder for each of the writing stages. The teacher will then quickly and easily see where each individual student is at in the writing process. The teacher could also record this information on a chart that way it is easy to monitor if student's are progressing adequately. 20-40 minutes: Independent Writing and One on one Conferencing While the students are working on their individual writing pieces, the teacher will conference with students one on one. Students will rotate to the different writing stages at their own pace. Materials are available to students at the Writing center. Students will also have access to examples of exceptional writing. Students are aware of who I am conferencing with each day because their names are displayed on the overhead. 5-10 minutes: Author's Chair Students are given time to share at their group table or at the carpet area. All students will complete this even if they are not completely finished. Student's are not forced to share with the entire class, but are required to share with a partner or with a small group.
ELL students will also engage in the same Writer's Workshop as the entire class, yet their writing and expectations may look a little different depending on their second language acquisition stage. I learned about differentiating for ELL students in my ESOL course, so below are some things that I would expect of their writing. I also found this online resource very helpful: http://www.weareteachers.com/blogs/post/2015/04/06/step-by-step-scaffolding-writing-instruction-for-english-language-learners
Pre-Production students
Pre-writing- students will be able to draw their ideas and plan for their paper by using images instead of words/sentences.
Students will be provided with blank drawing paper and they will also have a model of what their pre-writing should look like,
Drafting- students will be able to draw and write in their own language. Students will have access to a dictionary and their personal word wall.
Revising and Editing- students will come to me so that I can check their work and provide feedback that they will understand.
Publishing- students can add final images to their writing and add color.
Sharing- students can share their work with a classmate who may speak the same language or with the ESOL teacher. The student can also simply show their images in their writing by placing it on the overhead, if they want to share with the entire class.
Early-Production students
Pre-writing- students will be able to draw their ideas and plan for their paper by labeling the images they draw. Students will be provided with blank drawing paper and a model.
Drafting- students can write common and simple words in English. It is still okay if at times the student writes in their native language. Students will have access to a dictionary and the classroom word wall.
Revising and Editing- students are able to revise and edit with a partner. The partner can give simple feedback.
Publishing- students are expected to neatly re-write their final copy and add illustrations to go with the text.
Sharing- students are encourage to share what they can of their work, even if it is just a small section.
Speech Emergence students
Pre-writing- students are encouraged to plan their writing using a simple graphic organizer. Students may still use images, but should be mostly using words and simple sentences.
Drafting- students are expected to write common/ simple sentences in English. The student will have access to the classroom word wall, a dictionary, and sentence stems. The premade sentence stems will help them start writing appropriate sentences.
Revising and Editing- the student can revise and edit with a partner. The student will also be provided with a checklist that they can use as a resource when editing and revising their own work.
Publishing- students can neatly rewrite or type their final copy. Students are welcome to draw or insert online pictures that correspond with their writing piece.
Sharing- students are expected to share their work.
Intermediate Fluency and Advanced Fluency students
Pre-writing- students are able to use various types of graphic organizers and writing templates to plan for their writing. Intermediate and Advanced students should be able to write completely in English and develop cohesive paragraphs.
Drafting- student will be expected to write with details and continuously show improvement.
Revising and Editing- students will revise and edit with a rubric. Students should be ale to recognize their own errors and think of ways in which they can improve their own writing.
Publishing- students can type their final copy on the computer and add images. The final copy should have minimal errors.
Sharing- Students must share their work with others.