Teaching Writing as a Process Put It Into Practice | Teaching Writing as a Process

In this activity, you will review your current writing instruction and develop new practices you would like to implement.

• Print out the Planning for Writers’ Workshop Template (PDF) .
• List your classroom routines and strategies that:
  • foster a love of writing time
  • encourage children to take risks in writing
  • help teachers manage the volume and review of children’s writing

Think about their purposes. Next, watch the workshop participants discuss how they prepare for Writing Workshop. Use the video image below to locate where to begin viewing.

Video Segment: Writing Workshop

Find this segment approximately 49 minutes and 55 seconds after the beginning of the video. Watch for about 7 minutes.

• After watching the discussion, revise your Planning for Writers’ Workshop Template. Add any new routines and strategies you would like to incorporate into your writing program.
  Consider the following questions:
  • How will you incorporate these new ideas into your existing program?
  • What support will you need to successfully implement these new practices?

Assignment: Submit your completed Planning for Writers’ Workshop Template and a written response to the questions.

In this activity, you will identify and develop specific topics for mini-lessons in writing.

In a mini-lesson you teach students something important about writing and demonstrate an aspect of the writing process; however, mini-lessons are not all ‘telling.’ Effective mini-lessons are interactive, with students contributing ideas and examples.

Fountas and Pinnell, Guiding Readers and Writers Grades 3-6, 66.

Create a list of topics for mini-lessons that will address your students’ writing needs either as a whole class or as small groups. You may want to categorize topics like:

• Writing process: e.g., how to effectively plan, draft, edit, and revise writing
• Writing conventions: e.g., spelling, punctuation, capitalization, sentence structure, and paragraphs
• Writing time management: e.g., using writing resources and Writing Workshop procedures

From your list, identify a topic to develop into a mini-lesson.

Print the Lesson Plan Template (PDF) and use it to develop the mini-lesson. Make sure your mini-lesson addresses how you will:

• introduce and model the routine
• provide for students’ guided practice
• plan for independent application

Assignment:  Submit your mini-lesson.

In this ongoing activity, you will collect literacy resources in a Handbook for Effective Literacy Practices to use in your classroom.

Today, you will create a section focused on writing instruction. Include resources you already use, and plan to use in the future. Place these resources in the section for Teaching Writing as a Process. You may want to include:

• the Planning for Writers’ Workshop Template developed in Activity 1
• the list of writing mini-lesson topics created in Activity 2
• specific lessons in writing you have taught, or you planned in Activity 2
• graphic organizers for planning and drafting writing in response to reading
• a list of books for read-aloud to stimulate student writing
• management procedures for writing time
• questions to use in teacher-student conferences
• editing and revision checklists for teachers and students

Assignment: Submit a copy of your completed Handbook at the end of the workshop series.

In this section, you will review and complete your notes on writing instruction.

Review the notes you have taken during this session. Return to the Writing Instruction Chart you completed at the beginning of the workshop. Add any new ideas and insights about teaching writing on your chart. Use your revised chart and the following questions to reflect on the ideas presented in this session. In a paragraph, respond to the following questions:

• Has your view of writing instruction changed? How?
• What questions were answered during the session?
• What teaching practices did you observe or read about that you will implement in your classroom?
• What questions or issues do you still have?
• What will you continue to do in your instruction?

Assignment: Submit your written reflection.