Launching Writers' Workshop with FIRST GRADE GROWING WRITERS

Launching Our First Grade Writers’ Workshop

…We write to hold our lives in our hands and to make something of them.                                                                                                  Lucy Calkins, 1994

The writing workshop does not place the teacher under the bright lights on center stage.  Rather, the teacher sets up the structure, allows students plenty of choice, and gets [students] writing.  You work off the energy students create.                                                                                                                                                                   Ralph Fletcher and JoAnn Portalupi, 2001

 

First grade is full of firsts.  First visits from the Tooth Fairy.  First time to eat the hot lunch at school.    First ride on a bike - without training wheels.  First time to read a “chapter book.”  Living and learning with first graders, it’s easy to be inspired by their enthusiasm and exhilarating to witness all the blossoming of their newly acquired skills.

Launching Writers’ Workshop with first grade writers is anchored in a few key intentions: helping them to see themselves as writers; setting students up to feel early success as writers; gaining greater clarity about what writers do and create; and learning the rituals and routines which make Writers’ Workshop manageable, predictable, compelling, and edifying.  For the first few days or weeks, a great deal of a first grade teacher’s energy will be given to this last goal.  As Lucy Calkins (2001) says in Launching Reading and Writing Workshops, “It is important to maintain a simple, predictable structure because it is the work students do that will be changing and complex” (page 66).

The predictability of the routines we establish in these first weeks of schools help first graders increasingly engage in their writing independently.  They also become the foundations for building a caring learning community with one another.  Taking the time we need to collaboratively create a vibrant and productive Writers’ Workshop is paramount as we open a new school year with new first grade writers.  Thus, each teacher’s time line for rolling out these launching lessons may be a bit different in response to students’ specific dispositions to work independently and interdependently.

Soon, more of our actions in this unit of study will be focused on helping students generate ideas and topics for writing and, specifically for this unit of study, small moments. Taking a memory and working to “really see it in your mind” and “share it with your readers by recording it on paper” are two chief goals in modeling, practicing, and nudging students to write their own small moment pieces. 

I hope the following opening unit ideas offer you a portrait of possibilities while highlighting key considerations such as expected enduring understandings and what to look for in students’ budding writing. 

In the weeks before you begin this first unit of study, draw from your own writing well.  Think about what you do as a writer.  Why do you write?  When do you write?  Begin to record your insights.  What you write down will give you brilliant ways to model, name, and explain writing for and with your students.  Your first lessons with your first graders will be edifying to all your students because they come authentically from your writing.

MENTOR TEXT SUGGESTIONS for Launching Writers’ Workshop Studies

 Mentor texts to support students’ learning about what writers do/living a writerly life:

·        Allen, Susan.  Written Anything Good Lately?

·        Bunting, Eve.  Once Upon a Time.

·        Christelow, Eileen.  What Do Authors Do?

·        Cronin, Doreen.  Diary of a Worm

·        Cronin, Doreen.  Diary of a Spider

·        Cronin, Doreen.  Click Clack Moo:  Cows That Type

·        Duke, Kate.  Aunt Isabel Tells a Good One.

·        Kehoe, Michael.  A Book Takes Root:  The Making of a Picture Book.

·        Lionni, Leo.  Frederick

·        Rylant, Cynthia.  Best Wishes.

·        Stevens, Janet.  From Pictures to Words:  A Book About Making A Book.

·        Williams, Vera.  Cherries and Cherry Pits (See dedication for a minilessons focus)

·        Wong, Janet. You Have to Write. 

·        Yolen, Jane.  A Letter From Phoenix Farm.

·        Zemach, Kaethe.   The Character In The Book.

Mentor texts to expand students’ learning about what authors do:

·        Authors Write Lists

Amelia Bedelia and the Christmas List by P. Parish

The Boys Book of Lists by D. Langston

Bunny Cakes by Rosemary Wells

Marti and the Mango by D. Morton

Nate the Great and the Lost List by M. Sharmat

Oliver's Must Do List by Susan Taylor Brown

Peter Claus and the Naughty List by Lawrence David

Very Silly Lists by Tony Bradman

Wallace's Lists by Barbara Bottner

·        Authors Write Letters Text Set

Dear Daddy… by Philippe Dupasquier

Dear Mr. Blueberry by S. Jakes

Dear Mrs. LaRue: Letters from Obedience School by M. Teague

Click, Clack, Moo Cows That Type by D. Cronin

The Jolly Postman: or Other People's Letters by J. Ahlberg

A Letter to Amy by E. Jack Keats

No Mail for Mitchell by C. Siracusa

Where Does A Letter Go?  by Carla Greene

·        Authors Write about Themselves

Eric Carle

Roald Dahl

Tomie dePaola

Patricia Polacco

Cynthia Rylant

Mentor texts to support students’ learning about what writers make:

·        Aliki.     The Book.

·        Gerstein, Mordicai.  A Book.

Mentor texts to support students’ learning about where writers get ideas for their writing/how writers choose topics:

·        Beach and Farm both by Elisha Cooper

o   Sometimes writers write about a special place they love.

·        Cherries and Cherry Pits by Vera Williams

o   Some writers learn about telling stories from their parents/families (See dedication of this book.).

·        Dig, Dig, Digging, by Margaret Mayo, illustrated by Alex Ayliffe.

o   Sometimes people write about something they know a lot about.

·        Don’t Let the Pigeon Drive the Bus, by Mo Willems

o   Sometimes people write to make other people laugh.

·        “Let’s Get a Pup!” Said Kate, by Bob Graham.

o   Sometimes people write about something that happened to them.

·        Leonardo, by Mo Willems

o   Sometimes people write about how they’re feeling.

·        Listening Walk by Paul Showers 

o   Sometimes writers observe nature or their lives to get ideas for their writing.

·        My Big Brother by Valorie Fisher

·        Sometimes people write about something or someone they love, like someone in their family.

·        My Dog Rosie Barry Moses and Isabella Harper                                                  

o   Sometimes writers write about a great passion like a favorite pet. Sometimes writers work together as a team to write books/texts. Mordicai Gerstein (Author)

·        Night at the Fair, by Donald Crews

o   Sometimes people write about something they did and they want to remember.

·        Roller Coaster, by Marla Frazee.

o   Sometimes people write about something they love to do.

·        Trucks: Whizz! Zoom! Rumble! by Patricia Hubble, illustrated by Megan Halsey. 

o   Sometimes people write about something they really like/just love.

·        Walk On! A Guide for All Babies, by Marla Frazee

o   Sometimes people write to help other people with something.

Mentor texts to support students’ family memory writing:

·        Big Mama’s by Donald Crews

·        Birthday Presents by Cynthia Rylant

·        Carl’s Scrapbook by Alexandra Day

·        Chicken Feet in My Soup by Tomie dePaola

·        Listen Buddy by Helen Lester

·        Nana Upstairs, Nana Downstairs by Tomie dePaola

·        Owl Moon by Jane Yolen

·        Pancakes For Breakfast by Tomie dePaola

·        The Relatives Came by Cynthia Rylant

·        Tom by Tomie dePaola

·        Up North at the Cabin

·        A Weekend with Wendell by Kevin Henkes

Mentor texts to support students’ friendship memories writing:

·        Frog and Toad by Arnold Lobel

·        George and Martha by James Marshall

·        Owen and Mzee:  The True Story of a Remarkable Friendship by Isabella Hatkoff, Craig Hatkoff and Paula Kahumbu

Mentor text to support students’ school memories writing:

·        The Art Lesson by Tomie dePaola

·        First Day Jitters by Julie Dannenberg

·        Hooway for Wodney Wat by Helen Lester

·        Last Day Blues by Julie Dannenberg

·        Lily’s Purple Plastic Purse by Kevin Henkes

·        Morris Goes to School by B. Wiseman

·        No School Today! by Franz Brandenberg

·        Oliver Button is a Sissy by Tomie dePaola

·        The Puppy Who Went to School by Lillian Hoban

·        Score One for the Sloths by Helen Lester

·        Wolf by Bloom

Potential Author Studies and Authors We Want First Graders to Know as Writers and Readers (throughout the year):

·        Janet Ahlberg ·        Martha Alexander ·        Mitsumasa Anno ·        Frank Asch ·        Molly Bang ·        Bryon Barton ·        John Birmingham ·        Suzanne Bloom   www.suzannebloom.com ·        Anthony Brown ·        Norman Bridwell ·        Marc Brown ·        Margaret Wise Brown ·        Eric Carle   www.eric-carle.com ·        Nancy White Carlstrom ·        Judith Caseley ·        Eileen Christelow ·        Elisha Cooper   www.elishacooper.com ·        Lucy Cousins ·        Joy Cowley ·        Donald Crews ·        Tomie de Paola   www.tomie.com ·        Lois Ehlert ·        Amy Ehrlich ·        Mem Fox ·        Marla Frazee   www.marlafrrazee.com ·        Gail Gibbons ·        Heidi Goennel ·        Diane Goode   www.dianegoode.com ·        Emily  Gravett ·        Eric Hill ·        Lillian Hoban ·        Russell Hoban ·        Tana Hoban ·        Mary Ann Hoberman ·        Sid Hoff ·        Shirley Hughes ·        Pat Hutchins ·        Rachel Isodora ·        Steve Jenkins   www.stevejenkinsbooks.com ·        Ann Jonas ·        Ezra Jack Keats ·        Holly Keller ·        Leah Komaiko ·        Robert Kraus

·        Helen Lester ·        Leo Lionni ·        Anita Lobel ·        Arnold Lobel ·        Jonathan London ·        James Marshall ·        Bill Martin ·        Mercer Mayer ·        Nikki McClure   www.nikkimcclure.com ·        Emily Arnold McCully ·        Susan Meddaugh ·        Elise Minarik ·        Bernard Most ·        Robert Munsch ·        Laura Numeroff ·        Jan Ormerod ·        Helen Oxenbury ·        Peggy Parish ·        Dav Pilkey   www.pilkey.com ·        Patricia Polacco   www.patriciapolacco.com ·        Charlotte Pomerantz ·        Peter Reynolds    www.peterreynolds.com ·        Anne Rockwell ·        Marisabina Russo ·        Cynthia Rylant ·        Maurice Sendak ·        William Steig ·        David Ezra Stein   www.davidezra.com ·        Lauren Stringer   www.laurenstringer.com ·        Dr. Suess ·        Nancy Tafuri ·        Jeanne Titherington ·        Judith Viorst ·        Bernard Waber ·        Rosemary Wells ·        Brian Wildsmith ·        Vera B. Williams ·        Mo Willems   www.mowilliems.com ·        Audrey and Don Wood ·        Charlotte Zolotow

Supportive Internet Resources:

Boy Reader - Me, a writer?  http://theboyreader.blogspot.com/2011/07/me-writer.html

Carol Wilcox (A remarkable writer and passionate reader, Carol shares her recent “best reads” in this delightful blog.  Wonderful source for mentor text ideas.)     http://carolwscorner.blogspot.com/

Choice Literacy     www.choiceliteracy.com

Columbia University Teachers College     http://www.unitsofstudy.com

Father Goose (great source for delightful read alouds)

http://charlesghigna.blogspot.com/2011/03/be-still-in-world.html

International Reading Association     www.ira.org

Kids Read    www.kidsread.com

Mark Overmeyer     http://markovermeyer.wordpress.com/

National Council of Teachers of English/NCTE     www.ncte.org

National Writing Project     http://nwp.edgateway.net

Patrick Allen     http://all-en-a-days-work.blogspot.com/

Planet Esme     http://planetesme.blogspot.com/

Poetry    http://poetryforchildren.blogspot.com

http://leebennetthopkinsaward.blogspot.com/

Ralph Fletcher http://www.ralphfletcher.com/tips.html

(mentor text podcast)     http://www.choiceliteracy.com/public/1561.cfm

Randi Allison     http://tasteslikechocolate.blogspot.com/

Read Write Think              www.readwritethink.org/standards/index.html

www.readwritethink.org/resources/index.asp?wsgrade=0&webresource=0&display.x=37&display.y=11

www.readwritethink.org/lessons/index.asp?grade=0&strand=0&engagement=0&display.x=30&display.y=14

Reading Rockets     www.readingrockets.com

Ruth Ayers          http://ruthayreswrites.blogspot.com/

http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9251&r=

Six Traits             http://www.thetraits.org/index.php             

http://www.thetraits.org/index.php  www.nwrel.org/assessment/pdfRubrics/6plus1traits.PDF www.kent.k12.wa.us/curriculum/writing/elem_writing/Bib/6traits.htm

Six Traits and standards connections as well as anchor paper links and rubric banks:
http://www.smekenseducation.com/idea-library-teaching-writing/writing/writing-to-a-prompt/seeing-the-traits-within-the-new-common-core-standards/  [The referenced standards are the U.S. Common Core State Standards/CCSS but the parallels could be helpful in making connections to the Ontario ELA Standards.]

Trevor Cairney   http://trevorcairney.blogspot.com/

Two Writing Teachers     http://two.writingteachers.com

http://twowritingteachers.wordpress.com 

Write Brained Teacher     http://writebrainedteacher.blogspot.com/

Writing Fix     http://writingfix.com

 
Professional Resources:

·        Anderson, Carl.  (2005). Assessing Writers.  Heinemann.

·        Anderson, Carl.  (2000).  How’s It Going? A Practical Guide to Conferring with Student Writers.  Heinemann.

·        Anderson, Carl.  (2009).  Strategic Writing Conferences: Smart Conversations That Move Young Writers Forward (text and DVD’s). Heinemann. 

·        Angelillo, Janet.  (2008).  Whole-Class Teaching:  Minilessons and More.  Heinemann.

·        Atwell, Nancie. (2007).  Lessons That Change Writers (Text and DVD’s). Heinemann.

·        Ayers, Ruth and Schbitz, Stacey. (2010).  Day by Day: Refining Writing Workshop Through 180 Days of Reflective Practice.  Stenhouse.

·        Bennett-Armistead, Susan, Duke, Nell, and Moses, Annie.  (2005).  Literacy and the Youngest Learner. 

·        Bhattacharyya, Ranu.  (2010).  The Castle in the Classroom. (Kindergarten teacher-author but many of her considerations could be helpful to new first grade writers.)

·        Calkins, Lucy.  (1994).  The Art of Teaching Writing

·        Calkins, Lucy.  (2005).  Big Lessons for Small Writers, Grades K – 2 (DVD).  Heinemann.

·        Calkins, Lucy.  (2003).  The Nuts and Bolts of Teaching Writing.

·        Calkins, Lucy and Mermelstein, Leah.  (2003).  Launching the Writing Workshop (from Units of Study for Primary Writing: Grades K-2). Heinemann.

·        Calkins, Lucy and Oxenhorn, Abby.  (2005).  Small Moments:  Personal Narrative Writing.  Heinemann.

·        Corgill, Ann Marie.  (2008). Of Primary Importance:  What’s Essential in Teaching Young Writers.

·        Cruz, Colleen M.  (2004).  Independent Writing:  One Teacher – Thirty-Two Needs, Topics and Plans. Heinemann.

·        Cruz, Colleen M. (2008).  A Quick Guide to Reaching Struggling Writers.  Heinemann.

·        Culham, Ruth.  [multiple Six Traits of Writing titles]

·        Dorfman, Lynne. (2006).   Mentor Texts: Teaching Writing through Children's Literature, K-6.  Stenhouse.

·        Fisher, Douglas and Frey, Nancy.  (2007). Scaffolded Writing Instruction: Teaching With a Gradual-Release Framework.  Scholastic. 

·        Fletcher, Ralph.  (2006).  Boy Writers:  Reclaiming Their Voices.  Stenhouse.

·        Fletcher, Ralph.  (2000).  How Writers Work:  Finding a Process That Works for You.  Harper Collins.

·        Fletcher, Ralph.  (2011). Mentor Author, Mentor Texts: Short Texts, Craft Notes, and Practical Classroom Uses.

·        Fletcher, Ralph.  (2010). Pyrotechnics on the Page: Playful Craft That Sparks Writing.  Stenhouse. 

·        Fletcher, Ralph.  (1992).  What a Writer Needs.  Heinemann.

·        Fletcher, Ralph and Portalupi, JoAnn.  (2007).  Craft Lessons.  Teaching Writing K – 8.  Stenhouse.

·        Fletcher, Ralph and Portalupi, JoAnn.  (2001).  Writing Workshop:  The Essential Guide.  Stenhouse.

·        Freeman, Marcia.  (2003).  Teaching the Youngest Writers. 

·        Glover, Matt.  (2009).  Engaging Young Writers: Preschool-Grade One.  Heinemann. 

·        Graves, Donald.  *All titles offer infinite learning-teaching possibilities and they are all deeply good for the soul.

·        Harwayne, Shelley. (2000).  Lifetime Guarantees:  Toward Ambitious Literacy Teaching.  Heinemann.

·        Harwayne, Shelley.  (2001).  Writing through Childhood.  Heinemann. 

·        Heard, Georgia and McDonough, Jen.  A Place for Wonder:  Reading and Writing Nonfiction in the Primary Grades.  Heinemann.

·        Hill, Bonnie Campbell and Ekey, Carrie. (2010). The Next Step Guide To Enhancing Writing Instruction:  Rubrics and Resources for Self-Evaluation and Goal Setting.  Heinemann.

·        Hill, Bonnie Campbell and Ekey, Carrie.  (2010).  The Next Step Guide to Enriching Classroom Environments.  Heinemann.

·        Hill, Bonnie Campbell.  Supporting Your Child’s Literacy Learning:  A Guide for Parents.  Heinemann.

·        Horn, Martha and Giacobbe, Mary Ellen.  (2007).  Drawing, Talking, and Writing:  Lessons for Our Youngest Writers.  Stenhouse.

·        Laminack, Lester and Wadsworth, Reba.  (2006). Learning Under the Influence of Language and Literature. Heinemann.

·        Laminack, Lester and Wadsworth, Reba. (2006). Reading Aloud Across the Curriculum. Heinemann.

·        Lane, Barry.  (2008).  But How Do You Teach Writing? A Simple Guide for All Teachers. Scholastic. 

·        Murray, Donald.  Read to Write.

·        National Writing Project & Nagin, Carl.  Because Writing Matters:  Improving Student Writing in Our Schools.

·        Overmeyer, Mark.  (2005). When Writing Workshop Isn't Working: Answers to Ten Tough Questions, Grades 2-5.  Stenhouse.

·        Overmeyer, Mark. (2009). What Student Writing Teaches Us: Formative Assessment in the Writing Workshop.  Stenhouse.

·        Parsons, Stephanie.  (2005). First Grade Writers. Heinemann.

·        Ray, Katie Wood.  (2008).  Already Ready:  Nurturing Writing in Preschool and Kindergarten.  Heinemann.

·        Ray, Katie Wood.  (2010).  In Pictures and Words:  Teaching the Qualities of Good Writing Through Illustration Study.  Heinemann. 

·        Ray, Katie Wood.  (2006). Study Driven A Framework of Planning Units of Study in the Writing Workshop. Heinemann, 2006.

·        Ray, Katie Wood.  (2005). The Teaching Behind About the Authors (DVD). Heinemann.

·        Ray, Katie Wood.  (1999). Wondrous Words. National Council of Teachers of English.

·        Ray, Katie Wood and Cleaveland, Lisa.  (2004). About the Authors.  Heinemann. 

·        Ray, Katie Wood with Laminack, Lester.  (2001). The Writing Workshop:  Working through the Hard Parts (and They’re All Hard Parts).  National Council of Teachers of English.

·        Routman, Regie.  (2000).  Conversations.

·        Routman, Regie (2004). Writing Essentials. Heinemann.

·        Smith, Mary Ann and Juska, June.  The Whole Story:  Teachers Talks about Portfolios (National Writing Project).

·        Spandel, Vicki.  (2003).  Creating Young Writers: Using the Six Traits to Enrich Writing Process in Primary Classrooms.  Pearson/Allyn and Bacon.

 Creating Literacy Learning Environments To

Blossom Student Engagement and

Growth

It’s about community…

   

To create a Writers’ Workshop with students, the way I set up my classroom matters.  There needs to be a place where I can gather all my students together for whole group lessons so that I can model my writing with and for students and so that they can “share the pen” and voice their internal work as writers, too.  Likewise, I need to take care that there are places where students can engage in meaningful independent literacy practice and build the room to reflect my students’ learning styles as well as my need and desire to meet with students in one-on-one conferences.  And, because small group learning is vital for all students, I am thoughtful in creating spaces in my classroom I can meet with students in small groups. 

Developing a list of architectural considerations in building a supportive Writers’ Workshop classroom, here are some of the key features in my blueprints:

v   Writing Tool Box/Writing and Drawing Center

o   “Writing In Progress” file folders to warehouse students’ current and most recent writing pieces; I would often place these along with students’ independent reading boxes/baskets right by the front door of our classroom so that they can engage in their first dose of independent literacy practice the minute they walk in the door in the morning.

o   Writing Portfolios to archive some of their writing pieces throughout the school year (e.g. crate with hanging folders; stacking trays; etc.).

o   A variety of paper (unlined, lined, primary, large size, small sized, etc.); construction paper for draft book covers and drawing options; markers and extra pencils (of different sizes to reflect the special developmental considerations of growing writers); and resources such as a stapler and “jaws” (staple remover) etc.  Try to have resources readily available to encourage students to be independent in selecting and problem solving the materials they will need for their writing. 

o   An author of the month is also highlighted including numerous books by the author, biographical information, and students’ book reviews of the author’s work.

v  Independent Reading Boxes/Baskets

v  Classroom Library/Book Nook

o   Including student-authored pieces (from previous years/classes to begin with; over time, add to library with current students’ writing).

v  Whole Group/Large Group Gathering Area

v  Independent Practice Places

v  Small Group Learning Zone

v  Listening Center

v  Teacher’s Desk

v  Conference Corners (for peer conferences)

v  The Walls Talk! Anchor Charts and Thematic Taxonomies or Word Walls

v  Classroom Library/Book Nook

o   Every classroom should have 500+ books.  Aim for a 50%-50% mix of fiction and nonfiction texts including poetry texts (which can be fiction and nonfiction, of course).  

o   30-40% (primary/infant grades) and 25-30% (intermediate/junior grades) of classroom libraries should represent leveled texts (i.e. by Reading Continuum stages) to engage students in independent reading with “just right” texts – texts which a child can understand on his/her own including knowing  95-97% of the vocabulary words/concepts.

o   It is incredibly helpful to have a team or school book room of leveled books and thematic text sets for content area learning and literacy units of study so that all teachers can easily and quickly draw from these collections. 

o   Of course, having an excellent school library is a must!

o   From all of these considerations, I had my students develop an independent reading well (basket, box, cubby pocket, etc.) of 5 – 15 texts to read from for a two week period of time.  I monitored my students’ reading to ensure that they read multiple genres while honoring their choice of their reading texts.  Some of the key factors in helping students develop compelling reading wells include guiding them to short and spirited texts, connecting with favorite authors, and encouraging students to record “What to read…/Too good to miss…” lists (on index cards they consistently carry in their back pockets or in address books). 

v  Whole Group/Large Group Gathering Area

o   Comfortable seating to connect with one another and stay focused during our whole group lessons and discussion

o   Resources such as chart, easel, and markers (These are absolute must have tools for all classrooms for modeling and thinking aloud and to develop anchor charts!); interactive Smart Boards (if possible) and/or a document camera; and an author’s chair to engage in modeling and think alouds.

v  Independent Practice Places

o   Before school starts, I save some of the organization and decorating of the classroom so that the kids and I can create our setting together.   Some of our first conversations center on “What do you need to do your best work?  What helps you engage in writing, stay focused, and feel energized?”  By discussing this with one another, together we think about how to create their best independent practice studios (as well as other considerations).  This is part of the metacognition I will focus on throughout the year in helping students know why and how they think as writers, readers, and learners.  This does not mean that all students need to sit at or even have a desk.  If my classroom is small, I may consider having round tables, taking the legs off tables, removing chairs (to save room and offer students seating with cushions), and/or having a variety of places for students to engage in their independent writing and reading which match their learning styles.  For example, I am reclining writer and reader.  If I know this is true for my students (and after a few procedural focus lessons about knowing ourselves as writers, staying engaged and absorbed in writing by finding the “best” place to do our own individual work, etc.), I make sure that our classroom give students opportunities to stretch out as they write and read. 

o   I need to arrange the furniture in my classroom so that I can easy move around and through my classroom as students write independently.  I travel in an unpredictable fashion to confer with students individually or in pairs or triads to support their engagement.   Conferring, a key interaction between the kids and me, shapes decisions about where students place themselves for independent practice.

o   Access to what we know our favorite writers need is a huge part of making students’ independent practice places work for them (and us!).  Some writers need to read to prime their pump for writing.  Thus, it is important that students have access to mentor texts – books which inspire them, texts which you have shared in demonstrations and modeling, literature which echoes the skill you are focusing on with students.   Additionally, access to technology is a chief goal.  Whenever possible, I want to have as many computers in my classroom as possible.  My first lap top computer completely changed my life as a writer and I want this opportunity for my students, too.  Students need to have access to tools which make writing more fluid or more connected to their ways of learning and thinking outside of school.  

v  Small Group Learning Zone

o   My small group meeting areas are most often a small table and 4-6 chairs for writing clubs and clinics, book clubs, guided reading/small group instruction, etc. Sometimes, I also set aside a comfy place on a carpeted corner of our classroom for small group learning.  [Of course, this is a matter of personal style.]

o   I organize my small group station(s) so that I can easily access resources such as chart paper (on an easel) and markers, white boards and dry erase markers, mentor texts, manipulatives for spelling instruction and word sorting, etc. during small group fellowships with students.

v  Listening Center

o   Students can listen to audio books (Great support for students of all ages/grades).

§  It is critical for students to have multiple opportunities to hear and read the genres, styles, and traits we are studying with them.

§  Audio books are also a valuable way to build students’ background knowledge for content area themes, inquiry units, etc.

v  My Desk

o   My Teacher Notebook, a three-hole punch, paper cutter, and clipboard “at the ready.”

o   I very rarely meet with students at my desk.  Rather, I go to them for our conferences.

v  Conference Corners (for peer conferences)

o   Sometimes, I include a small poster to remind students what to focus on during their conferences.  Additionally, I have often placed a tape recorder in our conference corner(s) so that students can record their peer conferences.  I listen to these later and sometimes with students, too, in modeling effective partnerships.

v  The Walls Talk!

o   Anchor Charts which articulate our current focus/unit of study; most often generated WITH students’ thoughts and voices

o   Thematic Taxonomies or Word Walls (It is very important that students have a personal copy of our class generated taxonomy profiling key terms during a study.)

o  Everything on the walls of our classroom reflects text/visuals which support students’ learning and expand their confidence and motivation. 

Preparation for Launching Readers’ and Writers’ Workshop Units of Study

 Getting Ready for a Launching Readers’-Writers’ Workshop Study:

·        Organize classroom environment to support collaborations, conferring, whole group/community learning, independent reading and writing, student choice of writing supplies, etc. (e.g., group desks in small clusters; leave room to make one-on-one conferring possible; offer a variety of settings and resources for independently writing – computers, lap boards for writing while sitting on the floor, quiet corners when writers need to concentrate in deep ways, etc.). 

·        Analyze student data from your beginning of the year formative assessments and student portfolios with this question in mind: Based on the CCSS-based assessments/our standards-based assessments and my well of formative assessments, what are my students’ strengths? In what areas do they need more instruction and support? 

·        Study your school/district curriculum unit(s)/the profiled unit lessons to consider which lessons will benefit all your students, some of your students, or one of your students (From my own unit of study examples, many ideas are offered here to support your decisions in focusing and differentiating your instruction.  To receive an example, contact me at LBopenbook@aol.com ). 

·        For reading studies:  Gather texts which help to highlight the Thinking Strategy/skills vividly for your modeling, collaborative practice with students, and for students’ independent reading.  Having texts “at the ready” will greatly support making responsive teaching decisions (decisions which respond to your students’ strengths, needs, and passions).  You have been given (or will soon be given) numerous menus of texts which I found edifying for students’ studies of each and all the Thinking Strategies. 

·        For writing studies:  Gather exemplars and mentor texts for your students to illustrate proficient writing and illustrate the big ideas for this unit/each lesson.  In this resource and in others I will provide you throughout this year, you will gain numerous text suggestions. 

o   Make baskets of mentor texts for students’ close study of unit “Big Ideas/Understandings” – a writer’s life, topic generation, small moments, etc.

o   Post exemplars along with writing rubrics/scoring guides.

o   Include student-authored pieces and child-authors as mentors and exemplars whenever possible. 

o   Include familiar texts to revisit as mentors so that students can easily see the focus craft/genre/concept for this unit of study. 

o   Select texts for read alouds to marinate students in unit concepts and skills (which may need to begin days or weeks before the beginning of this unit of study). 

·        Gather together and plan for sharing your own writing (Authentic pieces such as cards, e-mails, and professional texts count!) and your own reading.  Stealing texts right from your nightstand table and desk are perfect ways to create literacy modeling which has integrity and authenticity. 

·        Determine daily writing and reading materials and organize these for student independence (individual book wells/boxes; writing center so that students can select the supplies needed at any given time; where and how to store writing folders; etc.).

·        Make a writing folder for each students’ “writing in progress” pieces.

·        Develop a way and save a space to archive student writing over time in portfolios.

·        Support Resources and Supplemental Materials - In addition to the resources profiled above, it can be very helpful (or absolutely essential) to have the following materials available for growing writers:

o   Correction tape for interactive writing

o   Chart paper

o   Chart markers 

o   Date stamp with stamp pad

o   Staple remover (magnetic staple remover)

o   Stapler

o   Milk crates (to put hanging files for student work or archive student work over time)

o   Trays in which to put different types of “bare” books (make books that are both portrait and landscape, lined and unlined)

o   Illustrating tubs filled with colored pencils and markers

o   Unit of Study folders for the teacher to insert lesson plans and ideas for the particular unit

An apprenticeship approach to literacy requires that we spend time observing changes that indicate children are moving in appropriate directions…Children’s writing development is shaped by experiencing different types of writing activities in assisted situations, which are then follow by independent practice.                                                                  

Linda Dorn, Cathy French, & Tammy Jones (1998), Apprenticeship in  Literacy:  Transitions Across Reading and Writing

Thank you, Department of Defense Educators!

Great to be with you this week!  As I read Cathy Mere's blog tonight, she shared the following quote - and it reminded me of you all.  Warmest wishes on all your journeys....

From poet Ryunosuke Satoro...
"Individually we are one drop.  Together we are an ocean."