writing workshop exam 2023 with complete solution
what are the three components of writing workshop?
1. focus lesson (minilesson)
2. independent writing time
3. share time
what happens during the focus lesson (minilesson) component of writing
workshop?
-whole group; meet in established group meeting area
-short, concise, explicit teaching with modeling & student practice
-lessons part of larger unit of study
what happens during the independent writing component of writing workshop?
-students work as writers
-teachers confers with individuals and small groups
what happens during the share time component of writing workshop?
-students share strategies, problems, and insights from their work time
-can be completed whole group, or in small groups or pairs
independent writing from the start is what?
-used to determine what the "work" of workshop is
-determines what the range of options for getting the work accomplished
*both developed throughout the year both informally and formally using units of study
what is the goal at the beginning of the year, when beginning independent writing
time with students?
fill up independent writing time with purposeful work
what is something that doesn't need to be worried about when beginning
independent writing time with students at the beginning of the year?
how "well" a student is writing, this will develop with instruction
what is the first challenge that occurs during independent writing time?
helping students understand the "work" of workshop
how can you, the teacher, help students understand the "work" of workshop?
1. establish a time and place for projects
-time and place when they can be a writer, making "writing kinds of things"
-place where as a writer, they have a plan of what to write and write it
2. provide purposeful reasons to write
-establish that students should write for a specific reason
3. show students examples of your own writing projects or projects from past students
4. pose Qs for students to consider and respond to (ex.
who are the audiences I might write for? or what passions are in my life that i might
pursue with writing?)
5. present writing workshop time as "the sky's the limit"
student's writing plans might include:
, a short story, a play, poetry, a piece about someone they know, a manual, a story for
someone, comic book, informational piece on a topic they like, travel brochure, a
persuasive letter, etc.
*if it can be done with writing, try it
what are the most important things to remember when beginning independent
writing time with students?
-just get students started writing
-their understanding of projects they might pursue will develop through units of study,
conferences, and small group instruction
what is the second challenge that occurs during independent writing time?
helping students understand the range of options for independent writing time
option 1 for independent writing time
develop, play around with, or extend ideas from your notebook
*these ideas come from time away from the writing block
option 2 for independent writing time
writing exercises
-published writers often "work out" by doing small writing exercises (ex. I remember,
Amy Ludwig VanDerwater videos)
-keep Try It exercises or other writing suggestions present in the classroom that make
sense to students
option 3 for independent writing time
reading to support writing
why might writers be reading when they're writing?
-researching to collect information for a piece they're writing
-to see how an author has crafted a piece of writing or handled a similar topic
-reading to immerse themselves in a genre they want to write in
-rereading their own work to determine their next writing move
*any reading done should be in direct support of their writing goal
option 4 for independent writing time
thinking time
-sometimes writers just need to think
-important to establish with students that like other options, this option comes with
responsibilities
option 5 for independent writing time
drafting a writing project
-students construct a draft of a project or revisit one to make revisions or edits if the
piece is going to be published
option 6 for independent writing time
having a conference with a peer(s)
what are the three components of writing workshop?
1. focus lesson (minilesson)
2. independent writing time
3. share time
what happens during the focus lesson (minilesson) component of writing
workshop?
-whole group; meet in established group meeting area
-short, concise, explicit teaching with modeling & student practice
-lessons part of larger unit of study
what happens during the independent writing component of writing workshop?
-students work as writers
-teachers confers with individuals and small groups
what happens during the share time component of writing workshop?
-students share strategies, problems, and insights from their work time
-can be completed whole group, or in small groups or pairs
independent writing from the start is what?
-used to determine what the "work" of workshop is
-determines what the range of options for getting the work accomplished
*both developed throughout the year both informally and formally using units of study
what is the goal at the beginning of the year, when beginning independent writing
time with students?
fill up independent writing time with purposeful work
what is something that doesn't need to be worried about when beginning
independent writing time with students at the beginning of the year?
how "well" a student is writing, this will develop with instruction
what is the first challenge that occurs during independent writing time?
helping students understand the "work" of workshop
how can you, the teacher, help students understand the "work" of workshop?
1. establish a time and place for projects
-time and place when they can be a writer, making "writing kinds of things"
-place where as a writer, they have a plan of what to write and write it
2. provide purposeful reasons to write
-establish that students should write for a specific reason
3. show students examples of your own writing projects or projects from past students
4. pose Qs for students to consider and respond to (ex.
who are the audiences I might write for? or what passions are in my life that i might
pursue with writing?)
5. present writing workshop time as "the sky's the limit"
student's writing plans might include:
, a short story, a play, poetry, a piece about someone they know, a manual, a story for
someone, comic book, informational piece on a topic they like, travel brochure, a
persuasive letter, etc.
*if it can be done with writing, try it
what are the most important things to remember when beginning independent
writing time with students?
-just get students started writing
-their understanding of projects they might pursue will develop through units of study,
conferences, and small group instruction
what is the second challenge that occurs during independent writing time?
helping students understand the range of options for independent writing time
option 1 for independent writing time
develop, play around with, or extend ideas from your notebook
*these ideas come from time away from the writing block
option 2 for independent writing time
writing exercises
-published writers often "work out" by doing small writing exercises (ex. I remember,
Amy Ludwig VanDerwater videos)
-keep Try It exercises or other writing suggestions present in the classroom that make
sense to students
option 3 for independent writing time
reading to support writing
why might writers be reading when they're writing?
-researching to collect information for a piece they're writing
-to see how an author has crafted a piece of writing or handled a similar topic
-reading to immerse themselves in a genre they want to write in
-rereading their own work to determine their next writing move
*any reading done should be in direct support of their writing goal
option 4 for independent writing time
thinking time
-sometimes writers just need to think
-important to establish with students that like other options, this option comes with
responsibilities
option 5 for independent writing time
drafting a writing project
-students construct a draft of a project or revisit one to make revisions or edits if the
piece is going to be published
option 6 for independent writing time
having a conference with a peer(s)
