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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. Our Objectives. Introduce, Remind, Review What is the writing workshop

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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

our objectives
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
the writing workshop
The Writing Workshop
  • A framework to organize writing instruction
  • Apprenticeship model
  • Needs driven by the students
workshop formats and language learners
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
components
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
getting started
Getting Started

It’s all about me!

types of lessons
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.
mini lesson examples craft
Mini-lesson examples - Craft
  • Tired words (word choice)
  • Showing vs. telling
  • Strong leads
  • Character development
detailed structure of the workshop ala lucy calkins and her colleagues lots of resources available
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

from seed to publication
From Seed to Publication
  • Launch/Immersion
  • Collection
  • Choose a Seed
  • Develop Idea
  • Draft
  • Envision/Revision
  • Editing
  • Celebration
keeping going clear expectations mini lessons on each
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.
minimum three times each week about one hour
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
what s next
What’s next?
  • Conferring * The key to differentiation
  • Units of Study *Beyond the “me” story – genre