Writers Workshops

This week one of my assignments is to write for 20 minutes about something that struck me in my week's reading.

So, ever the rule follower, I just set my timer for 20 minutes and off we go.

We have three books in this class. Because Writing Matters, by Nagin Writing Workshop by Fletcher and Scaffolding Writing Instruction by Fisher/Frey

Fletcher is a big proponent of writing workshops and in teaching children writing by having them write.  In writers workshops students have writing journals, much as I have this blog, which is a form of writing journal and the form I've chosen for my class in Reading and Writing Connections.  In journal writing students write. Some writing is for publication, some writing is list making and brain storming and some is simple rambling.  In the class assignments Fletcher talks about, the students write during workshop and assist each other in writing.  During this time they might be working on a story, a diary-style entry or other writing.  The teacher checks in with the students and "conferences" with them, focusing on a skill or two at a time to improve.  By writing kids become better writers in much the way by reading kids become better readers.  He utilizes mini-lessons during writers workshop and informal assessments.

Nagin on the other hand sees this as useful, and indeed endorses the writers workshop format, but states that  students need more structure in their writing instruction.  Nagin proposes that the approach be structured into segments including different approaches such as:
 Teacher modeling layout of a short written message
Interactive writing - teacher scaffolds conversion of students' oral composition to written message
Power Writing - Teacher prompts and encourages students' sustained writing for a short timed period
Generative Writing
Writing Models
Independent Writing Prompts
Focus lesson (whole class)
Guided Instruction (small groups - up to 6 students)
Collaborative Learning (pairs or small groups)
Independent Writing (individual)

The book goes into each of these formats. What struck me this week, however, is Power Writing.  I find this concept useful and doable at all levels of classrooms.

In Focus Writing the students write in one minute bursts, without stopping and then at the end go back (fairly quickly) and circle/mark words which will need correction later and count the number of words they have written.  The teacher gives a word to be used in the writing. This is done three times in succession, the students graph their total words written (highest of the day) and then move on to another aspect of their writing workshop time.

In Focus writing the teacher might say "I want you to put the word 'puppy' in your writing" one time and other words used in other timed writings might be "purple" or "parakeet" or "raspberries" - any word will do. This gets the kids' creative juices flowing. By practicing this skill the students learn to "just write" and they learn to self-correct after writing. They also have a selection of short pieces they can expand on later when it's time to write an essay, persuasive piece or the basis for any other writing.

I like Focus Writing because it's timed, even the most reluctant student can write for one minute, when the pressure is off to be "perfect" about it.  The students who can write well fly with this concept into deep thought, while those who are just learning the joy of writing are putting pencil to paper and getting thoughts down.

I also like Focus Writing as it gives the teacher an idea of which students to put together for Guided Instruction, which need help with spelling, conventions, voice or any other aspect of writing. Students can be praised for their thoughts and for increasing the number of words.

Also, by graphing the students see the progress based on their own progress over time.  This is very powerful, when students see that by daily writing (even for a minute at a time) that they improve incrementally it removes fear of writing.

While I enjoyed many aspects of this week's reading, Power Writing was the aspect which grabbed my attention. I also enjoyed the way that I can modify it for use as a Special Ed teacher.

Beep beep, 20 minutes over.

Bye for now!