1. It’s Always the
“Write” Time!
Writing Workshop
Artwork © GraphicGarden.com
A Presentation for the National Reading
Recovery Conference
Columbus, Ohio
February 5, 2007
Sandi Ednie, Second Grade Teacher at Elwood Haynes School
Kathi Hoover, First Grade Teacher & Literacy Coordinator at
Elwood Haynes School
Carol Lutz, Instructional Facilitator at Darrough Chapel School
& Lead Teacher for Supplemental Kindergarten
Kokomo-Center Township Consolidated School Corporation
Kokomo, Indiana
It’s Always the “Write” Time for
Teachers as Writers
Sharing Our Books
􀀄Teachers as Writers = Teachers of Writing
􀀄Teachers use their own writing as mentor text

2. Sharing Our Thinking
􀀄Modeled Writing
􀀄Think Alouds
􀀄Shared Writing
􀀄Interactive Writing
Our Writing Mentors
􀀄Katie Wood Ray, author
􀀄Lucy Calkins, author
provider and mentor
􀀄Tammy Younts, our professional development
􀀄Jeff Williams, Literacy Coach in Solon, Ohio
􀀄Lisa Cleveland, author
􀀄Stephanie Parsons, author
􀀄Jan Richardson, presenter

3. It’s Always the “Write” Time for
Getting Started with Writing Workshop
Writing Workshop Format
􀀄Mini-lesson (5-10 minutes) – focus is on procedures, process, or craft
􀀄Independent writing (30–45 minutes)
􀀄Individual student conferences
􀀄Peer conferences as needed 􀀄Sharing (5-10 minutes)
a
We have found the following
􀀄Correction tape for Interactive Writing
􀀄Chart Paper
􀀄
Chart Markers
􀀄Date stamp with stamp pad
􀀄Staple remover (magnetic staple remover from Staples)
􀀄Stapler (the soft touch stapler from Staples is super easy for kids to use)
􀀄“Milk Crates” in which to put hanging files for student work
􀀄Trays in which to put different types of “bare” books (make books that are both
portrait and landscape, lined and unlined)
􀀄Writing Workshop pocket folder for each student
􀀄Illustrating tubs filled with colored pencils and marker
􀀄Unit of Study folders for the teacher to insert lesson plans and ideas for the
particular unit
What Matters Most
􀀄Time – make writing a priority in your schedule.
􀀄Stamina – children should be able to write for a sustained period.
􀀄Expectations – children need to know that they need to stick with it and finish a
piece of writing.
􀀄You have to know something about a subject to write about it.
􀀄We are always teaching about something.
􀀄Sharing student books from former students is a powerful way to illustrate craft.
􀀄The way we teach writing to a group of 1st
or 2nd
grade students will depend upon
they way they were taught writing in the previous grade.

4. Kindergarten
􀀄Write every day!
􀀄Write at the same time every day.

5. 􀀄Model writing every day.
􀀄For a comprehensive writing program, include: Interactive Writing, Shared
Writing, Modeled Writing, and Independent Writing.
􀀄Begin with Predictable Charts and Interactive Writing.
􀀄Compile the sentences from the predictable charts into class books that are
illustrated by the author of the sentence. These books provide the foundation for
“Making Stuff”.
􀀄Practice telling stories – a child can’t write a story if he/she can’t tell a story.
􀀄Ending the Writing Workshop: This recommendation comes from Hubbard’s
Cupboard, a popular website for kindergarten literacy activities. This song is the
signal for the end of Writing Workshop and is sung like a rap:
“We’re kinder kids and we can write.
We’re learning our letters and words (all right!)
We like to write and we like to share
So we’re taking our notebooks to our notebook nook!”
http://www.hubbardscupboard.org/writing-workshop.html.
First Grade
􀀄Write every day!
􀀄Teach and review procedures for the workshop – how and where do we get supplies,
where can I sit, what should the noise level in the room be, where can I go for help,
what do I do if I need the teacher, how do I spell a word I don’t know?
􀀄Include Interactive writing, Shared Writing, Modeled Writing, and Independent
Writing in your writing program.
􀀄Begin each unit of study with sharing a book you have written, then one could be
written together as a class using interactive and shared writing.
􀀄Have the books you use as mentor text available for students to reread.
􀀄Share-time is the most important part of the workshop! This time gives students
the opportunity to share their smart thinking and time for the teacher to
highlight and reinforce strategies they are using.
Second Grade
􀀄Write every day.
􀀄Writing Workshop in our class lasts about 50 minutes daily and includes: Read
Aloud, Mini-Lesson, Writing Time, Conferencing, Share Time
􀀄Author Studies are important. We have studied Jan Brett, Cynthia Rylant, Mem
Fox, and Donald Crews.
It’s Always the “Write” Time for
Reading Like A Writer

6. No one thing we have studied about writing has made more of an impact in our thinking
than learning to read like a writer. Our writing mentor, Katie Wood Ray, has opened our
eyes and minds and helped us look at children's books in a whole new way. When ever we

7. go to a bookstore or book fair and look at books, we can't help but "notice" the author's
intentional craft.
Reading like a writer develops the craft of writing. When we notice what another author
has done intentionally for us the reader, we have a whole new window into the thinking
this author wanted to share. By studying authors (published and student authors), we
can show children how to use the craft techniques of others in their own writing. Stress
“NOTICING”!
Here are just a few things you may begin to notice as you read:
The Power of Three- three words used in a row to create emphasis.
A Repeating Line- a phrase or sentence that repeats itself throughout a book.
Big and Bold- text written in bold, capital letters to express an idea. We teach kids that
when we see big, bold text we should read with a big, bold voice.
Illustrations- illustrations are an important part of the story when creating picture books.
Illustrators like Jan Brett have made unique illustrations her trademark. Her “frames” on
each page are another way she uses to tell the story.
Interesting Punctuation-We started noticing ellipses through our punctuation study.
Using…to stretch out an idea, to help the reader know there’s something more to come
intentional writing.
read like writers: 􀀄We use b
􀀄We purchased a Mentor Text Series for the school book room from BookSource
along with
individual titles purchased from other book companies. We discovered the Reading
Rockets Website (www.readin
􀀄We use Author videos (corporation video library) that focus on the lives o
they get their ideas. We utilize these videos in our Author Studies: Brainstorm anchor
charts
􀀄A Student topic sheet or ide
􀀄We emphasize “standing on another author’s shoulders” (including other stu
our students are writing. g like a writer is about look
did intentionally, not what the story is about.
Katie Wood Ray

8. Artwork © GraphicGarden.com

9. It’s Always the “Write” Time for
Units of Study
In our schools and in the words of Katie Wood Ray, our primary classes are “A Happy Place
Where We Make Stuff”! (About the Author, p. 1) We have included a sampling of the units of
study that we are teaching this year in our primary classrooms. Our decisions are based upon
our students’ needs as determined by performance assessments, state standards, students’
interests, and our own interests as teachers. We may teach different units next year based
upon these same factors plus our new understandings as we grow in our development as
teachers of writing. Our students’ past experiences will also be important to consider as more
of our teachers begin implementing Writing Workshop. Sample curriculum planning
documents are available at the end of this handout.
At the end of each unit of study, we expect to see at least one piece of writing that is a
product of this unit.
Kindergarten
􀀄Where Writers Get Ideas
􀀄How To Read Like a Writer
􀀄Class Books including predictable charts made into books
􀀄Pattern Books (I Can, I Like, etc.)
􀀄Counting Books and Color Books
􀀄“All About” books
􀀄“How To” books
􀀄Author Studies
First Grade
􀀄Where Writers Get Ideas
􀀄How To Read Like a Writer (include text structure, illustrations, etc.)
􀀄“How To” books
􀀄Illustrations
􀀄Memoir
􀀄Non-fiction Question and Answer
􀀄Pattern books include Counting Books
􀀄Poetry
􀀄Author Studies
Second Grade
􀀄Reading Like Writers
􀀄Structuring Text in Interesting Ways
􀀄Illustrations
􀀄Memoir
􀀄SeeSaw Text – back and forth pattern, then and now, comparison

10. 􀀄Literary Non-fiction
􀀄Author Studies
􀀄Poetry
􀀄Punctuation Study

11. 􀀄Test Taking Study
Our understandings about some of the units of study
􀀄Where Writers Get Ideas
􀀄Writers get ideas from things they know and things they care about.
􀀄Students need to be reminded that writers cannot write about things with
which they have no experience.
􀀄Pattern Books
􀀄Pattern books can include: counting books, color books, pop-up books, and
lift the flap books.
􀀄Pattern books have predictable structure with repeating lines.
􀀄In studying pattern books, include labeling, back and forth patterns.
􀀄Because it is so simple, teach this unit early in the year.
􀀄Many pattern books work like lists instead of stories.
􀀄Counting books are an easy starting place for kindergarten.
􀀄“How To” books
􀀄“How To” books are easily modeled in Interactive Writing in first grade
􀀄Memoir
􀀄A memoir is a story about something that happened to the writer.
􀀄A Memoir is a story about memories.
􀀄It can be written as a sequence of events over time.
􀀄Non-fiction Question and Answer
􀀄Can be taught early in the year with first graders
􀀄Should probably last about 3 weeks
􀀄Be intentional about structure
􀀄Structuring Text in Interesting Ways
􀀄Beginning writers are helped by providing mentor texts that demonstrate
ways to structure text.
􀀄Books with beginnings and endings that match provide a great way to
begin this unit. Repeating phrases are also a very simple text structure
for young children to identify.
􀀄􀀄A question with a series of answers is another.
􀀄Others include text that moves through a time per
ustrations
􀀄Noticin
make their text more interesting. Students should understand that
reader understand the story. Text – back and forth pattern,
􀀄The SeeSaw pattern is fun to teach and easy for kids to comprehe
􀀄It is also an easy pattern for them to produce in their writing.

12. rary Nonfiction
􀀄Literary non
􀀄They teach some facts in an interesting way.
􀀄Some of the things that kids can be encouraged
borders that contain pictures and labels, using boxes to list facts, or labeling
pictures. king Study

13. 􀀄Katie Wood R
regular writing workshop “work” and teach prompt writing. ation Study
􀀄A punctuation
reader knows how to read the text. We encourage our young writers to
rsonal Narrative
􀀄It is easiest to
􀀄4 week unit
􀀄A personal na
􀀄Stephanie Parsons, in her book, first Grade Writers, relates the technique
of teaching the
students to tell a story across 3 (later 5) fingers (1st
Grade Writers, p. 83).
This was a technique that she learned at the Teachers College Reading &
Writing Project. She says that it helps students visualize the story
through time. The format is: Tell the story, touching successive fingers
(start with thumb) at each turning point in the story - 1where we were
(setting scene), 2) the problem, 3) and finally how it worked out.
Remind students to tell a story that matters to them and to think about
where th
begins and ends. They need a plan!
􀀄Kindergarten students can write book
􀀄For kindergarten and first grade studen
should be available for the students to use during independent reading and writing
times. First and second grade students can write for 45 minutes.
􀀄Students are very upset if Writing Workshop is left out of t
􀀄“How To” books are too hard for early kindergarten
􀀄Seesaw text unit of study can be taught early in th
􀀄Making an Alphabet book is great for a class book, but it usually takes muc
complete in his/her own independent writing. The children’s “Noticings” are
amazing!
Usi
􀀄Many of the mini-lessons and understandings in the units are taught using litera
texts. Author studies are important because our children learn to “stand on an author’s
shoulders”, as Katie Wood Ray and Lisa Cleveland would say. Some of our
students’ mentor authors include: Cynthia Rylant, Donald Crews, Jan Brett, and
Mem Fox. Katie Wood Ray recommends that you always refer to your mentor
authors by name. Titles of children’s literature that we have used as
􀀄Many titles can be used for more than one teaching point and more than one unit of
study.

14. 􀀄It is very important that the literature has been shared previously as a read-aloud.
􀀄Specific craft techniques are shared through literature during mini-lessons.
􀀄We keep “Unit of Study” folders in which we keep our teaching ideas. We ins
the mentor texts we used and note the source (personal library, school library, public
library, the teacher next door, or the bookroom) so that we can easily locate the text
the next year.

15. Artwork © GraphicGarden.com

16. It’s Always the “Write” Time for
Sharing Our Writing
Share-time is held during the last 5-10 minutes of Writing Workshop. It is an opportunity to
acknowledge student effort and celebrate success! We have learned that choosing 1-2
students each day who are trying out craft and convention strategies we have talked about in
class, works best. Powerful teaching moments often present themselves during this time.
Modeling by thinking aloud provides your students with the language they need to effectively
think and talk about their own writing and the writing of others.
Student Authors Sharing Their Books
􀀄Provides opportunities to present to a group
􀀄Share where their idea came from
􀀄Explain their intentional strategies
􀀄Give credit to writing mentors (authors of mentor text)
Student Readers Sharing Their Thinking
􀀄Learning to ask thoughtful questions
􀀄Learning to give thoughtful suggestions
􀀄Sharing praise with their friends
Teachers Using Powerful Teaching Moments
se of strategies by student writers
􀀄Highlighting the intentional u
􀀄Model thoughtful questioning
􀀄Model thoughtful sugg

17. It’s Always the “Write” Time for
A Mentor Text
These lists were compiled from the books listed in the
bibliography or from our own resources in our classrooms
and school libraries. The appropriate grade level is a
judgement call on the part of the teacher and the needs of
the students. Many of the books can be used in any of
the primary grades. This list will be constantly updated
by individual teachers. Grade
Level
Title Author
Reading Like A Writer Unit of Study
K-2 The Great Gracie
Chase
Rylant, Cynthia
In My New Yellow Shirt Spinelli, Eileen
Mud Ray, Mary Lyn
Mothers Are Like That Carrick, Carol
Launching Writers' Workshop Unit of Study – where writers get ideas
K-1 Dear Mr.
Blueberry
James, Simon
Listening Walk Showers, Paul
What Do Authors Do? Christelow, Eileen
Mud Ray, Mary Lyn
“Let’s Get a Pup!” said Kate Graham, Bob
Tulip Sees America Rylant, Cynthia
The Relatives Came Rylant, Cynthia
All The Colors of the Earth Hamanaka, Sheila
2 Author: A True
Story
Lester, Helen
The Day Eddie Met the Author Borden, Louise
How Writers Work Fletcher, Ralph
If You Were A Writer Nixon, Joan Lowry
Knots on a Counting Rope Archembault, John
Nothing Ever Happens on 90th Street Schotter, Roni
Tulip Sees America Rylant, Cynthia
Three Days on a River in a Red Canoe Williams, Vera
You Have to Write Wong, Jante
Zoom Banyui, Istvan
Mice and Beans Ryan, Pam Munoz
Two Mrs. Gibsons Igus Toyomi
Pattern Books Unit of Study
K-2 Our Granny Cowley, Joy

18. When I Was Little Curtis, Jamie Lee
A Party Cowley, Joy
When I Was Five Howard, Arthur
When I Was Young in the Mountains Rylant, Cynthia
Birthday Presents Rylant, Cynthia
If You Meet a Dragon Cowley, Joy
Earrings Viorst, Judith