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Units, Tools, and Methods for Teaching Reading and Writing

A workshop curriculum - grades k-8, by lucy calkins and colleagues from tcrwp.

Dear Teachers, I couldn't be more delighted to be sharing this work with you. It is the understatement of a lifetime to say that Units of Study grow out of years of work in thousands of classrooms. This series also grows out of the greatest minds and most beautiful teaching that I've seen anywhere. To write the Units of Study, my colleagues at the Teachers College Reading and Writing Project and I have done what teachers throughout the world do all the time. We’ve taken all that we know—the processes, sequences, continua, books, levels, lessons, methods, principles, strategies…the works—and we've made a path for children, a path that draws all we know into a cohesive, organic progression. Our hope is that this path brings children along to the place where they can write clearly and skillfully and read flexibly and joyfully—and can live together as caring, thoughtful readers and writers. Lucy Calkins

Shared Teaching

Systematic Teaching for First and Second Grade

What is Writer’s Workshop?

January 5, 2022 | Leave a Comment

If you’re new to teaching writing, this is a question you might have asked yourself or your colleagues. I use a modified version of the writer’s workshop to format my writing block. I find keeping the students on the same part of the writing process is easier to manage in a primary classroom with many struggling writers.

First, what exactly is writer’s workshop? Well, writer’s workshop is a framework that is used to teach writing. Writing time for each day is broken down into three main components I’ll discuss more below. The components are a mini-lesson, student writing time which may include writing conferences, and sharing time.

During writer’s workshop, students are expected to be writing independently for a majority of the time block. Students should also be writing on a personal choice topic rather than on a provided prompt. If students can choose their own topic, they will usually write freely and for a longer period of time than if they are told what they have to write.

Components of Writer’s Workshop

The major components of writer’s workshop are: 

• Mini-lesson (10-15 minutes)
• Writing Time (20-30 minutes)
• Share Time (5-10 minutes)

Mini-Lesson Time

For the mini-lesson, the teacher is offering direct instruction to the whole class on a specific writing skill. This may include topics such as crafting a great lead, using proper punctuation, adding details to a story, or building story suspense. 

The mini-lesson is short and hyper focused to teach one item for the day that students can take and apply to their own writing. It’s important to also model this skill during the mini-lesson. I like to share my writing using a document camera but you could also use an anchor chart.

When I first began writer’s workshop, I used Lucy Calkins model, First Units of Study . This was a great way for me to learn the process and I loved many of her mini lessons, but like many other teachers I found the formatting of the books hard to follow quickly while teaching.

Today I write my lessons according to the skills needed to teach a specific genre. Then I break down my lessons into bite-sized pieces that become my teaching point for each day. I like to stick with one genre of writing (opinion writing, expository writing, and narrative writing) for multiple weeks.

Writing Time

The next component of writer’s workshop is to have writing time. Just like it sounds, this is the time students are released to their seats (if you had gathered them to the carpet for the whole class lesson) to write. Traditionally students in a typical writer’s workshop would check in and state where they are at in the writing process before heading off to write. 

Within my own classroom, I have the majority of my class working on the same part of the writing process so it is easier to manage. As I planned my writing units, I created lessons that would lead to the culmination of a final, graded work. Students follow the daily lessons to practice the skill for the day in their own writing.

An example mini lesson might be on how to begin an introduction. I will show several examples of introductions and then release students to write. At their desks, students will work on following the blueprint I gave them to craft their own introduction. When they finish the task, they will continue to write but on a different piece of writing. This can be an unfinished piece of a new piece but should be on the same genre we are working on to limit confusion. They keep their writing pieces in a designated writing folder. The image above is from a mini lesson during expository writing on how to create text features.

The final component of the writer’s workshop is to have share time . This is just what it sounds like - students are given time to share their writing. I find in my own class that this is the time students look forward to the most. I like to set a timer after my mini lesson so that I am making sure to keep this time available each day.

I like to think of share time as the equivalent to a number talk in math. The most important part of number talks is allowing students to see how others arrived at a solution. With writing it’s just as important to provide time for students to see how others are writing, and see how they are completing their stories. I find that often the students have more creative ideas than I do! This is a component that should not be skipped.

When I am short on time, I have students share with their writing partners for a timed five minutes. If both partners are unable to share during that time, then the partner who didn’t share goes first the next day. This procedure is built into my lessons prior to beginning the partner process. I also like to assign my writing partners to be the same throughout a unit study. This allows students to know exactly who they need to work with when it’s time to work in partners. 

Writing Conferences

In my classroom, writing conferences are very informal. I set my topic for writing conferences according to the students’ writing goals. For more information on my goal setting, please visit the blog post and podcast episode called Setting Student Learning Goals .

I make note of the student writing goal and approach the student, asking them to read me their current writing. Then we reference their goal together and note the progress on that specific goal. I like to keep the conference aimed at one specific point (their chosen goal) even though there are usually MANY other topics we can discuss. I find if I bring up too many things the student can become overwhelmed and possibly shut down. I end the conference much like I would with a parent teacher conference by providing a positive note to the student.

It might be helpful to keep a checklist of your class roster that you can mark off as you go throughout the week. This will help make sure you are meeting with every student equally. I also like to pull small groups that have similar, if not the same, writing goals that we can work on together. This is usually students struggling with beginning sentence structure or even sounding out words. My motto is always to work smarter so instead of having five individual conferences, I can hold one conference of five students and do a quick modeling of the expected goal outcome.

By sticking to this framework, you’ll be planning lessons and implementing your own writer's workshop in no time! I suggest if you are new to writer’s workshop that you first start with a series of lessons that explicitly teaches your workshop expectations. After students know what to expect it is easier to have them work independently during writing time.

What is your favorite component of the writer’s workshop model?

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The Write Stuff Teaching

Helping Teachers Inspire Learners

Launching Writers Workshop

Launching a writers workshop in your classroom but don’t know where to start? I’ve got just the thing to help you make it happen. Beginning anything can be daunting but it seems to teach writing can be just that much more of a leap if you don’t have the right resources to help you start.

What is Writers Workshop?

A writer’s workshop is a framework that is used to structure the writing time into meaningful parts so that students get the most out of instruction and practice. Spoiler alert: students spend most of their time writing!

I’m a big believer in the writing mindset. If I can instill that in my students from day 1, they become confident little writers. You can read more about the writer’s mindset in this post here.

Launching writers workshop is easier than you may think. I have created a totally free resource to help you with the process! I have included:

• teacher’s notes on setup and materials you may find useful.

• a powerpoint that you will use to share the launch with your students.

• printables to help students develop the writer’s mindset and brainstorm what they like to write about.

Whether you are new to teaching, new to teaching writers workshop or just looking for a new way to approach writing this year, I encourage you to check out this FREE resource today. Click here to download it and let me know what you think by leaving a review. I use these reviews to help me generate ideas for new resources as well as improve current ones. Thank you, my friends!

If you already have a good handle on launching and are just looking for a complete year-long curriculum for 2nd and 3rd grade, check this one out.

Here’s what others have to say about this year-long writing curriculum:

This is absolutely a fantastic program. Our Reading program is really lacking in the writing portion and this goes step by step to help them become writers. I was able to align this with our reading program and it is very easy to implement. I would definitely recommend it to all teachers.

My students have thrived during writing because of the weeklong mentor text. We have something to reference and revisit to help us become better writers. I love love love this resource!!! Lessons are broken down into very friendly chunks. I’m starting the narrative unit next and can’t wait for the stories my students will produce!

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A Guide to the Writing Workshop: Primary Grades

By Lucy Calkins , Teachers College Reading and Writing Project, Columbia University

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Now Available Separate from the Units of Study in Opinion, Information, and Narrative Writing !

The Guide to the Writing Workshop , first introduced as a part of the Units of Study in Opinion, Information, and Narrative Writing , is now available for separate purchase. The Guide can be an essential manual for principals, curriculum coordinators, coaches, and others who are supporting implementation of Units of Study —or for anyone wanting to learn more about writing workshop.

The Guide to Writing Workshop offers a comprehensive but concise introduction to:

• The Units of Study Series
• What state standards say about writing
• What to expect from primary writers
• The necessities of writing instruction
• Provisioning a writing workshop
• Classroom management in writing workshop
• Minilesson basics
• Effective conferring and small-group work
• Support for English learners
• Building your own units of study

Also available:

A Guide to the Writing Workshop: Intermediate Grades A Guide to the Writing Workshop: Middle School Grades A Guide to the Reading Workshop: Primary Grades A Guide to the Reading Workshop: Intermediate Grades

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• ISBN 13  9780076767991
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CA Reading Writing Workshop Grade 4

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Wonders is a comprehensive K-6 ELA/ELD program built on CA standards. Through its intentional instruction, inspiring content, and purposeful technology, Wonders prepares all students for college and career in the 21st century. CA Reading Writing Workshop Grade 4 is a customized student text that teachers utilize to teach and model close reading and writing to sources.

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