WRITING WORKSHOP: HOW

IT “WORKS” FOR ME

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K12READER.COM

Reading is to Writing as the Chicken is to the Egg Which came first is not as important as the fact that without one the

other cannot exist

According to recommendations from the major English/Language Arts professional organizations, reading instruction is most effective when intertwined with writing instruction and vice versa.

Research has found that when children read extensively they become better writers. Reading a variety of genres helps children learn text structures and

language that they can then transfer to their own writing.

Reading provides young people with prior knowledge that they can use in their stories.

At the same time practice in writing helps children build their reading skills. Younger children- helps develop phonemic awareness and phonics

skills

Older children- practice in the process of writing their own texts helps them analyze the pieces that they read.

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Literacy instruction needs to explicitly present

the relationship between reading and writing

(Goodman & Goodman, 1983; Shanahan, 1988).

Children need to view themselves as readers and

writers to build knowledge about the forms and

functions of the language (Goodman & Goodman,

1983; Mayo, 2000; Miller, 1982).

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GETTING STARTED

“The First 20 Days” (Guiding Readers and

Writers by, Fountas and Pinnell)

Writing Workshop by, Ralph Fletcher

Scheduling

3rd Grade Writing Rubric

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MINI LESSONS

GLEs

Correlation to Reading GLEs

Literature

Grammar

Technology

Brain Pop/Brain Pop Jr.

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SCHEDULE

Writing Content

Mondays, Wednesdays, Fridays

Grammar Content

Tuesdays, Thursdays

Conferencing

Student-scheduled

Share Time

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ACCOUNTABILITY

Informal “check-ins”

Planning pages

Fables

Nonfiction

Rubrics

Writing Scoring Guide

Nonfiction Book Reviews

Soup Label

Poster

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PERSONAL DATA Personal Assessment Wall (Beginning of Year)

BELOW

BASIC

BASIC PROFICIENT ADVANCED

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PERSONAL DATA

Personal Assessment Wall (End of Year)

BELOW

BASIC

BASIC PROFICIENT ADVANCED

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GOALS

Writers’ Notebooks (free choice)

http://writingfix.com/classroom_tools/journals.htm

http://livinglifetwice-

alwrite.blogspot.com/2011/02/starting-out-with-your-

own-writers.html

Notebook Ideas

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FABLE PLANNING SHEET

TITLE:

CHARACTERS:

PLOT (SEQUENCE/ORDER OF EVENTS)

1.

2.

3.

4.

5.

MORAL/LESSON:

NAME: _____________________________

*BOOK TITLE ? ______________________________

*What is one MAIN idea your book was about?

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What are three things you learned about this idea? (details)

1.

2.

3.

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*What is another MAIN idea your book was about?

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What are three things you learned about this idea? (details)

1.

2.

3.

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*What is another MAIN idea your book was about?

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What are three things you learned about this idea? (details)

1.

2.

3.

Scoring Guide for Nonfiction Book Reviews

Student’s name__________________________

Title of story ____________________________

TASKS ASSESSED POINTS EARNED

First Draft

Makes an attempt at a story (5 points) ___________

BEGINNING

o Title; underlined (5 points) ___________

o Author (5 points)

o 3 important facts (15 points) ___________

MIDDLE

o 2 surprising details (10 points) ___________

END

o 1 thing you’re still wondering (5 points) ___________

Revising

Adds/deletes words or ideas (10 points) ___________

Editing

Circles most misspelled words (5 points) ___________

Tries to correct most misspelled words (5 points) ___________

Corrects errors in capitalization and punctuation (10 points) ___________

Final Draft

Puts revisions in final copy (10 points) ___________

Subject/verb agreement (5 points) ___________

Neatness ( 5 points) __________

TOTAL: ________/95

Scoring Guide for Writing Assignments

Student’s name__________________________

Title of story ____________________________

TASKS ASSESSED POINTS EARNED

First Draft

Makes an attempt at a story (10 points) ___________

Revising

Adds/deletes words or ideas (10 points) ___________

Editing

Circles most misspelled words (5 points) ___________

Tries to correct most misspelled words (5 points) ___________

Corrects errors in capitalization and punctuation (10 points) ___________

Final Draft

Puts revisions in final copy (10 points) ___________

Has a beginning, middle, and end (15 points) ___________

Keeps the same idea throughout story (5 points) ___________

Subject/verb agreement (5 points) ___________

Uses vivid verbs (5 points) ___________ Uses describing words (5 points) ___________ Uses strong nouns (5 points) ___________

Figurative language ( 5 points) ___________

Neatness ( 5 points) __________

TOTAL: ________/100

Soup Label Rubric

Name:

3 sentences 0 1 3 5

Describing words 0 5 10 15

Capitalization 0 1 3 5

Punctuation 0 1 3 5

Illustration 0 1 3 5

Neat 0 1 3 5

TOTAL /40

Soup Label Rubric

Name:

3 sentences 0 1 3 5

Describing words 0 5 10 15

Capitalization 0 1 3 5

Punctuation 0 1 3 5

Illustration 0 1 3 5

Neat 0 1 3 5

TOTAL /40

NAME Prewriting

Rough

Draft Revising Editing Final Copy

WHAT WOULD YOU

LIKE TO WORK ON?

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Possible Types of Writer’s Notebook Entries…

Reading the contents in a writer’s notebook is like opening and discovering a chest full of pearls,

rubies and diamonds amidst a pile of rubble and discarded things. That little notebook is a

powerhouse of ideas for every writer: The more you write down bits and pieces of your thoughts

and observations, the more you are adding into the well of ideas for future works. Here are

several things you can record in your notebook:

Jot down snippets of events in your life – they can be funny, embarrassing, happy, or

infuriating experiences. Write down every detail you can remember.

Write down descriptions of people you meet each day. How do they react in certain

situations? How do their names fit their image?

Whenever an interesting word catches your attention, write it down. If you keep a list of

words in your notebook, the words can serve as story starters for you.

Kids say the most unexpected things, and people say the most interesting, surprising or

even shocking lines when we least expect to hear them say these lines. Overheard lines in

a conversation can sometimes spark your creative mind. Write down these one-liners in

your notebook. They can be great story starters.

Keep a file of memorable lines or quotes from books. Write down quirky billboard ads.

Scan the papers for one-liners. These are good idea stimulators.

Describe what you feel at any given moment. If you feel angry right now, write what

your anger feels like. Describe it. Use vivid words. Don't skimp on adjectives.

Freewriting – write as much as you can as fast as you can on any topic. Don’t pick

up your pencil. Just write whatever comes out of your head.

Brainstorming – Make a list of topics, as quickly as you can, then choose one and

write about it. Save the list so you can add to it later; for example, put it in the back

of your notebook and try again some other time.

Look out the window and write what you see, or listen and write what you hear.

Don’t just describe it; try to think about whatever is out there. For example, a bridge

might make you wonder about all the people crossing over it and where they’re

going; a house might inspire thoughts about who lives there, or who once lived

there.

Take an object and see how many different things you can say about it. Again, don’t

just describe its physical characteristics; what can it be used for? Where did it come

from? What does it represent? Etc…

Lists – things you enjoy, things that make you happy/sad/angry, things that bother

you, words and expressions you hear, people you know, etc., etc., etc.

Work out a problem, make a decision, or make plans. Weigh the pros and cons by

writing them down.

Cut out a picture or an article from the newspaper or a magazine, paste it in your

notebook and write about it. One idea: make up a story from what you see in the

picture.

Re-read your notebook and see if there’s anything you’d like to revisit, or write more

about.

Submitted by

Kerri Cole

Different Ways You Can Respond to Literature

Respond Emotionally - Tell what you liked or disliked about the book. Tell about

something in the book that surprised you. How did the book or a character make you feel?

What specific part(s) of the text made you feel this way? Did you have a favorite character?

Did your feelings about the character change throughout the book?

Make Connections - Tell about the connections that you made while reading the book. Tell

how it reminds you of yourself, of people you know, or of something that happened in your

life. It might remind you of other books, especially the characters, the events, or the setting.

Make Predictions - Tell your predictions and about whether your predictions were right. Tell

about the specific part of the text that confirmed your predictions.

The Main Event - Tell which event (in a narrative text) is most important. Explain why it is the

most important event. For example, did this event cause other things to happen? Did it change the

outcome of the story? Tell which fact (in an expository text) is most important and explain why.

Questions I Have Before, During and After My Reading - Tell about specific parts of the book

that puzzled you or that made you ask questions. Does the author leave you with questions at the

end of the chapter or book?

Character Study - Tell what you noticed about the characters, such as what made them act as

they did or how he/she changed. What are the character's strengths and weaknesses? Does the

character remind you of yourself or anyone else? Choose one word that best describes the

character and give examples from the text that show why this word describes the character so

well.

Be the Character - Put yourself in the character's place. What would you be feeling and

thinking? What in the text helps you know what this character would be feeling and thinking?

What might you do if you were this character?

Visualizing - Be an observer and visualize the scene in the text. What do you see, hear, smell,

feel? This can be demonstrated with a picture and/or with words.

Compare and Contrast - Compare this book to another book you have read. How are the books

similar and how are they different? ("This book reminds me of…") Or, compare one character to

another character.

Language - Tell about the language the author used and why you think the author wrote this way.

Were there words or phrases you thought were especially interesting? Were there new words?

You may need to ask someone the meaning of the word, look the word up in a dictionary, or

reread to gather more information. Were there words the author used to create a visualization for

the reader? Were there specific words the author used to help you understand a specific

character?

Clarify - Which parts of the story were difficult to understand? Were there specific words that

made it more difficult to understand? Or, did you not understand what a character did or why they

did it?

The Author - Discuss what you have learned about this author. What does the author do really

well? How does the author get you interested in the book? Have you read other books by the

same author? Would you like to read other books by this author? Why or why not?

Once upon a time

there was a great

clas They wer

grate writers.

They rote lotts of

storys. The end.

Main

Idea

Supporting idea

Supporting idea

Supporting idea

detail

detail

detail

detail

detail

detail

Once upon a time

there was a great

clas They wer

grate writers.

They rote lotts of

storys. The end.

Once upon a time

there was a great

clas . They were

grate writers.

They rote lotts of

storys. The end.

Once upon a time there was a great

class. They were great writers, because

they were so smart! They wrote a lot of

stories. I cannot WAIT for more of their

stories!

I’m ready to move on to

DRAFTING!

I’m ready to move on to

PUBLISHING!

I’m ready to move

on to REVISING!

I’m ready to move

on to EDITING!

I’m ready to begin

a new piece by

doing a new

prewriting activity!

WEEK OF WRITING TARGET GRAMMAR TARGET

Aug. 15th

Aug. 20th Follow a writing process/Use a dictionary to edit

Aug. 27th Beginning, middle, end Proper nouns

Sept.3rd Relevant details/examples Proper nouns

Sept. 10th (Mid 1st Q)Sentence variety including exclamatory/imperative Types of sentences

Sept. 17th Publishing/sharing Types of sentences

Sept. 24th Similes/metaphors Types of sentences

Oct. 1st Clear, controlling idea Adjectives

Oct. 8th Comparative/Superlative forms of adjectives/adverbs Adjectives

Oct. 15th Capitalize months, titles of individuals Capitalization

END 1st QUARTER Oct. 16th

Oct. 22nd Correct punctuation in imperative/exclamatory sentences Sentence fragments

Oct. 29th Show awareness of audience Adverbs

Nov. 5th Subject/verb agreement Verbs

Nov. 12th Verbs

Nov. 19th (Mid 2nd Q) Verbs

Nov. 26th THANKSGIVING WEEK

Dec. 3rd Conventions packet

Dec. 10th Conventions packet

Dec. 17th MOY Writing Assessment

END 2nd QUARTER Dec. 20th

Jan. 2nd Identify info. in text to create an organizer (notetaking) Conventions packet

Jan. 7th Conventions packet

Jan. 14th Conventions packet

Jan. 21st Relevant details/examples Pronouns

Jan. 28th Pronouns

Feb. 4th (Mid 3rd Q) Pronouns

Feb. 11th Conventions

Feb. 18th Conventions

Feb. 25th Conventions

Mar. 4th

END 3rd QUARTER March 7th/SPRING BREAK

Mar. 18th Conventions

Mar. 25th Contractions

Apr. 1st Contractions

Apr. 8th MAP

Apr. 15th (Mid 4th Q) Contractions

Apr. 22nd

Apr. 29th

May 6th

May 13th

ASSIGNMENT LITERATURE (Making Meaning/Read Alouds could be used too)

Writing Assessment

Writing Process Dexter, The Tough

Publishing Hair For Mama; Alexander and the Terrible…..

Transitions/Describing Words/Revising Smoky Night; Saturdays and Teacakes; Owl Moon

Dialogue/Verbs/Editing Let's Get a Pup! Said Kate; Pink and Say

Final Copies/Publishing The Pigeon Wants a Puppy; Don't Let the Pigeon Stay Up Late

Descriptive Writing/Soup Can Activity Jumanji, Quick as a Cricket; Shrinking Days, Frosty Nights; Stone Soup

Descriptive Writing /Write Source Quirky, Jerky, Extra Perky; Aunt Isabel Tells a Good One

Descriptive Essay /Write Source Pig, Pigger, Piggest; Alexander and the No Good….

Revising/Editing/Final Copy Descriptive Stories Code Blue;-Calling All Capitals

Publishing Punctuation Takes a Vacation; Penny and the Punctuation Bee

Narratives/ Write Source Dearly, Nearly, Insincerely What is an Adverb?; City Dog, Country Frog

Narrative Publishing Kites Sail High

Main Idea Bullfrog Pops!; Chair For My Mother; The Great Kapok Tree

Patricia Polacco Webquest Patricia Polacco books

Patricia Polacco Webquest Patricia Polacco books

MOY Writing Assessment

Writing a Summary Paragraph/Write Source Any nonfiction books

Writing a Summary Paragraph/Write Source Any nonfiction books

Nonfiction Reports/ Write Source Any nonfiction books

Nonfiction Reports/ Write Source Any nonfiction books; The Planet Without Pronouns

Publishing Any nonfiction books; I and You and Don't Forget Who

Publishing? Mine, All Mine

Health Reports

Health Reports

3rd Quarter Writing Assessment

Poetry (rhyme, alliteration, shape, acrostic, haiku) various poems; Autumn, An Alphabet Acrostic

Publishing Poetry

Publishing Poetry

Write Source p. 226-242

Writiing A Book Review/ Write Source

Fables Aesop's Fables

Publishing Fables

EOY Writing Assessment

LITERATURE (Making Meaning/Read Alouds could be used too) TECHNOLOGY EXTRA PRACTICE

Brain Pop

Hair For Mama; Alexander and the Terrible….. Brain Pop Write Source

Smoky Night; Saturdays and Teacakes; Owl Moon SmartExchange Presto! Worksheet

SmartExchange Editing wheel; "Fish Tank"

The Pigeon Wants a Puppy; Don't Let the Pigeon Stay Up Late Brain Pop Grammar/spelling practice; types of sentences quiz

Jumanji, Quick as a Cricket; Shrinking Days, Frosty Nights; Stone Soup Comparison sentences; soup label rubric

Quirky, Jerky, Extra Perky; Aunt Isabel Tells a Good One Brain Pop Write Source

Pig, Pigger, Piggest; Alexander and the No Good…. SmartExchange Write Source

Brain Pop Write Source; capitalization worksheet; "Writing Dates"

SmartExchange

Punctuation Takes a Vacation; Penny and the Punctuation Bee SmartExchange Write Source; cut/paste punctuation

Dearly, Nearly, Insincerely What is an Adverb?; City Dog, Country Frog Brain Pop Write Source

Brain Pop Write Source

Bullfrog Pops!; Chair For My Mother; The Great Kapok Tree SmartExchange Hamburger activity

Verb quiz

Nouns/verbs/adjectives quiz

Write Source; short internet articles; checklist/rubric

Write Source

Any nonfiction books; The Planet Without Pronouns Brain Pop Write Source

Any nonfiction books; I and You and Don't Forget Who SmartExchange

Pronoun quiz

various poems; Autumn, An Alphabet Acrostic

Brain Pop Contractions quiz

BUCKLE DOWN

Lesson 13, 14, 15

Lesson 13

Lesson 14

Lesson 15, 16

Grammar/spelling practice; types of sentences quiz

Write Source; capitalization worksheet; "Writing Dates" Lesson 14, 15, 16

Lesson 19

Write Source; short internet articles; checklist/rubric

Lesson 17

Lesson 17

Lesson 17