Language Learners in the Writing Workshop: Getting Started Dr. Marsha Riddle Buly

1. Language Learners in the Writing Workshop: Getting Started Dr. Marsha Riddle Buly Western Washington University Marsha.riddle.buly@wwu.edu Dr. Tracy L. Coskie Western Washington University Tracy.coskie@wwu.edu

2. Our Objectives • Introduce, Remind, Review • What is the writing workshop • Workshop formats and bilingual classrooms • Components • Getting Started • Resources to get started and to keep going

3. The Writing Workshop • A framework to organize writing instruction • Apprenticeship model • Needs driven by the students

4. Workshop Formats and Language Learners • Differentiation • ZPD - Vygotsky • Explicit Instruction • Gradual Release of Responsibility • I do (Modeled/Demonstration) (To) • We do (Guided or Shared Practice) (With) • You do (Independent Practice) (By) • Links between reading, writing, oral language development • Engagement • Choice • Real-life purpose • Work/play with language and learn as they do

5. Components • 5-10 minute explicit whole group instruction (mini-lesson) • 35-45 minutes for writing • Teacher conferences with individuals or small groups during this time • 5-10 minute share time

6. Getting Started It’s all about me!

7. Types of Lessons • Procedural: Making the workshop run smoothly • Process:Strategies that help writers in each of the parts of the process • Craft: Examining the qualities of good writing in English and in other languages • Editing Skills: Developing students’ understanding of the conventions of writing • EX Spelling. Ending punctuation. Subject-verb agreement.

8. Mini-lesson examples - Craft • Tired words (word choice) • Showing vs. telling • Strong leads • Character development

9. Detailed structure of the workshop...ala Lucy Calkins and her colleagues (lots of resources available!) Connect Model/Provide Information Guided Practice Link to Independent Work Students working, teacher meeting with individuals or small groups Share Close

10. From Seed to Publication • Launch/Immersion • Collection • Choose a Seed • Develop Idea • Draft • Envision/Revision • Editing • Celebration

11. Keeping going –clear expectationsMini-lessons on EACH! Expectations for Writing Workshop • You must always be working on writing. • You need to work quietly so that everyone can do their best thinking. • Use the class system for requesting teacher or peer conferences. • Use a soft voice when conferring and peer-editing. • Start all writing in your idea journal. Do not tear out pages. Store your journal in the front pocket of writing folder. • When you have enough information to write, get some draft paper. • For all drafts, write on every other line and cross out mistakes. • When preparing for publication , use your best handwriting (cursive or printing) or type it on the computer. • When you complete a writing project, record what you learned about being a writer on your LEARNING sheet inside your folder. • Have a publication ready to share for each celebration.

12. Minimum THREE times each week, about one hour • How should I teach writing if I can only sandwich it in one day a week? • DON’T BOTHER! One day a week will teach them to hate it. They’ll never get inside writing! Donald Graves

13. What’s next? • Conferring * The key to differentiation • Units of Study *Beyond the “me” story – genre