Writing Workshop

Dr. Barbara Kehr

PREWRITING ACTIVITY Name __________________________________ List five things you care or know a lot about.
1. 2. 3. 4. 5.

Date __________

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From the above list, choose two things you care or know most about.
1. 2.

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Now choose one of the above two things.

1.

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Your final choice is what you will write during your next Writers Workshop time.

The Writing Process

Pre-Writing
1. 2. 3. 4. 5.

Choose a topic for writing. Ask yourself who, what, where, and when about the topic. Think about the sequence of events. Write them down in note form. Think about the details of your story. If necessary, use reference materials to gather information for your writing. Make sure you have focused your topic. Have good notes before you begin drafting. DRAFTING

6. 7.

1. 2. 3. 4.

Use the notes from your rehearsal or prewriting activity. Write a good lead or topic sentence. Get your ideas down on paper. Rewrite the first draft asking these key questions: 1. What am I trying to say in this piece of writing? 2. What is the best part? Should I isolate that section and work only on it? 3. Is my lead good? 4. What changes should I make? Write as many drafts as necessary.

5.

REVISING
1. 2. 3.

Make changes on your drafts. Conference with a peer. Do one or more of these things: 1. See if all of your ideas and details relate to your topic. 2. Refine good ideas and add new ones. 3. Clarify your purpose for writing. 4. Reorganize your writing. 5. Check that your sentences flow smoothly. 6. Make sure your language is proper and precise. Conference with the teacher. Make a final draft that is ready for editing. EDITING

1. 4.

1. 2.

Proofread your own writing and correct all the mistakes that you can. Circle any words that you think are spelled incorrectly. Look them up and correct them. Review your checklist of skills. Share your writing with a classmate to see if that person can find any errors. Share your writing with the teacher. Write your final copy. Remember to leave margins on both sides of the paper. Carefully proofread your final copy.
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3. 4.

5. 6.

7.

Lesson Planning for Writing Workshop: EMTS

Essential Question Posted Shared with the students Mini lesson (no more than 10 minutes) Procedures Area of need recognized in student writing Ways to stretch students beyond their current writing Modeling Curriculum Status (about 5 minutes) Students tell name of current writing piece and stage of writing process Task (approximately 30 minutes) Students engaged in pre-writing, drafting, revising, editing, or publishing Teacher writes first 10 minutes silent writing for everyone Conferencing at students desks Conferencing between students Sharing (approximately 10 minutes) 1-3 teacher-selected students share their writing or a portion of their writing Student who shares calls on 1-3 students to give feedback

Mini Lesson Ideas: Pre-Writing

Pre-Writing 1. Choose a topic for writing. 2. Ask yourself who, what, where, and when about the topic. 3. Think about the sequence of events. Write them down in note form. 4. Think about the details of your story. 5. If necessary, use reference materials to gather information for your writing. 6. Make sure you have focused your topic. 7. Have good notes before you begin drafting.

Prewriting Choosing a Writing Topic

Topic Selection 1. Write down four things that you know about 2. Write down four things that have happened to you 3. Think about the ideas or talk about them with a friend 4. Circle the one idea that is most interesting to you right now 5. Brainstorm by writing all the words that come to your mind when you think about the topic 6. Make a web of your ideas Creating a Topic List Use the topic list form to have the students record potential writing topics. When a student cannot think of an idea to write about, the student can use the topic list as a source of ideas. The list should be introduced and used for periodic mini lessons, but should also be added to by the student whenever an idea occurs. Essential question: What are some good topics for writing? Materials: Copy of the topic list form and a topic list form for each student. Mini lesson: Tell the students that sometimes a writer has a difficult time thinking of a topic to write about. At other times a writer has too many ideas to write about in a particular piece. Introduce the Topic List form as a resource for storing good ideas that can be developed at a later time. Use a think aloud to model the development of a topic list. Show the students how you will store your topic list in your writing folder or writing notebook. Engage the students in discussing some topics or ideas they would like to write about. Tell them to record the ideas on their topic list form. Ask if students are ready to begin a new piece of writing. Encourage these students to use their topic list as a resource for developing a new topic for writing. Books that Spark an Idea Use this form to have the students record ideas that come from their reading. For example, when reading The Snowy Day by Ezra Jack Keats, a student might write, This reminds me of the day that it snowed and I had fun playing outside. On another day during writing workshop, the student might choose to write his own story about playing in the snow. The form should be introduced after a read aloud and could be used periodically for mini lessons, but should also be added to by the student whenever an idea occurs.

Prewriting Focusing a Writing Topic

The Meaning of Focus Essential Question: What does it mean to focus my writing? Mini lesson: Show the students a picture of a full scene (perhaps of an amusement park or a fair) and then have them describe what they see in the picture. While using the word zoom, as on a camera, show them a second picture taken of one specific item in the picture. Talk about the detail of the item, especially those things not evident in the large picture (possibly the Ferris wheel with the faces of the excited people on the ride or the fair with a specific game stand). Have the students discuss how the second picture is more focused on one topic or item. Relate that to writing by asking them to pick one of their already written stories or journal entries and tell them to zoom in on one aspect of their story. Focusing a Writing Topic Essential Question: How do writers make their writing more focused? Mini lesson: Use one or more of the following examples to show students how to focus a broad topic into a narrower one that will make a more interesting story. RELATIVES BROTHERS MY BROTHER A FIGHT WITH MY BROTHER WEATHER STORMS LIGHTNING AND THUNDER ONE VERY STORMY NIGHT THE OCEAN THE BEACH HUGE WAVES ONE GLORIOUS RIDE ON A HUGE WAVE RACES RUNNING RACES RUNNING THE 100 YARD DASH WINNING THE 100 YARD DASH

PETS DOGS MY DOG SPOT SPOT CHASES THE SPRINKLER

Finding a Focus within an Exisiting Piece of Writing Essential Question: What more focused topics can be found within my writing pieces? Mini lesson: Use the following story as an example of possible ways to focus. Put on the overhead for a group lesson.

MAGGY I remember the day we got a dog. It was named Maggy. We got her in New York. She was a red Doberman. Then we moved back to Pennsylvania, and she was so hyper she went to the bathroom all over the house! I remember when I was on the lawn and there was a rope that was attached to two trees and Maggys leash was on that. She would chase her own leash all around the tree. Maggy was too hyper for us. We couldnt find a home for her, and we were more patient with her then I think anybody else could have been. So we had to get her put to sleep a couple of days ago. I love her very much, and I miss her.
POSSIBLE TOPICS 1. The day they got Maggy. 2. Maggys problem with messing in the house. 3. The children watching Maggy get tangled in the tree. 4. Trying to find another home for Maggy. 5. The bad experience of having Maggy put to sleep. Graphic Organizers 4 Square Persuasive writing organizer

Topic List

Books That Spark an Idea

(from Scaffolding Young Writers by Linda Dorn and Carla Soffos)

Book title___________________

Book title___________________

Book title___________________

Book title___________________

Book title___________________

Book title___________________

Book title___________________

Book title___________________

Book title___________________

Book title___________________

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Persuasive Writing Organizer

Position or Opinion

Reason #1

Reason #2

Reason #3

Conclusion a personal statement a prediction a summary

Mini Lesson Ideas: Drafting

DRAFTING 1. Use the notes from your rehearsal or prewriting activity. 2. Write a good lead or topic sentence. 3. Get your ideas down on paper. 4. Rewrite the first draft asking these key questions: What am I trying to say in this piece of writing? What is the best part? Should I isolate that section and work only on it? Is my lead good? What changes should I make? 5. Write as many drafts as necessary.

Drafting
How to Stick to a Topic Essential Question: Why do good writers stick to a topic? Mini lesson: Hold up the book The Very Hungry Caterpillar by Eric Carle and ask the students to predict what the book will be about. Elicit responses and ask why no one predicted the book would be about space travel. Tell the students that when we read this story, we expect it to be about a hungry caterpillar. Explain that sticking to the topic is important when writing so that the reader will not be confused. Read the story and have the students see if the author stuck to his topic throughout the book. Ask the students to take out their writing folders or writing notebooks and take out a draft they are working on. Ask them to reread what they have written so far. Are they sticking to their topic? Is there a place where they are not sticking to the topic? If so, encourage them to draw a line through that part. Invite one or two students to share their writing with the class and invite other students to react. If You Don't Know How to Spell a Word Essential Question: When I'm drafting a piece of writing and don't know how to spell a word, what should I do? Mini lesson: Explain how sometimes when you are writing, you won't know how to spell all of the words. Instead of interrupting your chain of thought to look up words in the dictionary, sometimes there are other strategies you can use. Explain briefly the five strategies from the If You Don't Know How to Spell a Word sheet. Model use of one or two of these strategies in a series of mini lessons.

IF YOU DONT KNOW HOW TO SPELL A WORD

1.

Use a Placeholder Write something that you know isnt correct and move on. Go back and put in the correct spelling later.

2.

Look for the Word Look at charts around the room, the index of a book, or in your Quick Word book.

3.

Apply the Known to the Unknown Think of other words that you know how to spell that have the same beginning, ending, or other sound.

4.

Try Three Spellings Use your Have-a-Go sheet

5.

Ask a Neighbor

Mini Lesson Ideas: Revising

REVISING 1. 2. 3. Make changes on your drafts. Conference with a peer. Do one or more of these things: See if all of your ideas and details relate to your topic. Refine good ideas and add new ones. Clarify your purpose for writing. Reorganize your writing. Check that your sentences flow smoothly. Make sure your language is proper and precise. Conference with the teacher. Make a final draft that is ready for editing.

4. 5.

Revising
Leads Write three leads for a piece of writing Share them with a partner Choose the best one Leads: Five Ways to Hook at Reader Model and engage in collaborative guided practice using each strategy. Take one topic, such as the rain forest and brainstorm with the class possible examples for each of the strategies. Writing Leads Write sample leads for story titles. Have students share and discuss which strategy was used. Choices, Choices, Choices! Read leads from E. B. Whites drafts (published in The Horn Book, October 1982). In small groups, discuss the value of each lead. Choose your favorite and tell why. Then see if the students know which one E.B. White chose. Conclusions Write three endings for a piece of writing After sharing them with a partner, choose the best one Show, Dont Tell Instead of saying, It was a cold day, a writer could convey the same message by showing you it was a cold day. The icy gust of wind sent shivers across my skin. Try showing instead of telling with these sentences: My mom was angry. My teacher was happy. It was a rainy day. Using Effective Words Have a funeral for overused words and say lay them to rest. Write each word on a tombstone and list synonyms that could be used instead. Examples (good, nice, said, ran) Sequencing Share a piece of writing that is not clear because of the order of the sentences. Number the sentences of a piece in the correct order. Rewrite the piece in chronological order.

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Organization Share a piece of writing where there are multiple topics included in a single paragraph. Find the different topics included in the draft Label the sentences Group the sentences Rewrite the story with separate paragraphs for each topic Action Words/Describing Words During a mini lesson, help the students to understand that strong verbs and interesting adjectives are important to a good piece of writing. After reading a portion of text, have the students use this form to record action words or adjectives that could be used in a story. The list should be added to both as a class and individually. Word Choices When revising a draft of a piece of writing, have the students highlight a few words that could be changed to make their writing better. Have the students record the words on the sheet and then brainstorm some other words that could be used instead. In the final column, the student records the word that was selected either the original word, one of the other words brainstormed, or a third choice. The form could be introduced using a sample of student writing on the overhead and modeling a few words to change using the word choices organizer. Sentence Combining Model sentence combining with sample sentences. Use the story Sasha to have students combine short sentences into longer, more interesting ones.

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LEADS FIVE WAYS TO HOOK THE READER

1.

PLUNGE RIGHT IN: Writers start to write immediately on any topic, recording their first thoughts and taking it from there. STARTLING STATEMENT: Writers open their text with an unusual statement, one that will grab the attention of the reader by its uniqueness. QUESTION: Writers begin their piece asking their readers to stop and ponder their inquiry. STORY OR ANECDOTE: Writers cite an example or provide a brief narrative related to their subject in order to capture their audiences interest. QUOTATION: Writers cite a catchy or subject related statement made by someone in authority on their topics.

2.

3.

4.

5.

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WRITING LEADS
1.

The title of the story is Not Now! Write the lead of the story.

2.

The title of the story is Over the Rainbow. Write the lead of the story.

3.

The title of the story is Monday Morning Blues. Write the lead of the story.

4.

The title of the story is Suspicions. Write the lead of the story.

5.

The title of the story is Dreaming. Write the lead of the story.

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Choices, Choices, Choices!

Read these leads from E. B. Whites drafts (published in The Horn Book, October 1982) for Charlottes Web. In small groups, discuss the value of each lead. Choose your favorite and tell why. Which one did E.B. White choose?
1.

The warmest and pleasantest part of Zuckermans barn was the part where the cows were on the south side. It was warm because the sun shone in through the door, and it was warm because of the manure pile. Charlotte was a big grey spider who lived in a doorway. But there is no use talking about Charlotte until we have talked about her close friend a pig named Wilbur. He was what farmers call a spring pig which simply means that he was born in the springtime. He was small, had a good physique, and was generally white and he lived in the cellar. Wheres Papa goin with that ax? said Fern to her mother as they were setting the table for breakfast. Out to the hoghouse, replied Mrs. Arable. Some pigs were born last night.

2.

3.

4.

5.

A barn can have a horse in it, and a barn can have a cow in it, and a barn can have hens scratching in the chaff and swallows flying in and out through the door but if a barn hasnt got a pig in it, it is hardly worth talking about.

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Adjectives - Describing Words

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Verbs - Action Words

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Word Choices My Word Other Words Final Choice

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SASHA I love my dog Sasha. She is cute. She is black. She has white spots around her eyes. She has a short tail. She has a short tail because it got run over once. She has a little black nose. She has one ear that stands up. She has another ear that lays down. She has a pink tongue. She licks everyone. She has wet licks.
COMBINING SENTENCES
1.

I love my dog Spot. He is large. His fur is soft. He can run fast. Spot likes to lick your face when hes happy. Once I got stuck in a hole. It was dark. It smelled awful. The hole was deep. It was scary. Here is why I like Jenny. She is kind. She plays fair. You can count on her. I dont like spinach. It tastes bitter. Spinach crunches when you eat it.

2.

3.

4.

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Mini Lesson Ideas: Editing

EDITING
1.

Proofread your own writing and correct all the mistakes that you can. Circle any words that you think are spelled incorrectly. Look them up and correct them. Review your checklist of skills. Share your writing with a classmate to see if that person can find any errors. Share your writing with the teacher. Write your final copy. Remember to leave margins on both sides of the paper. Carefully proofread your final copy.

2.

3. 4.

5. 6.

7.

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Editing
Reading Backward Essential Question: How can I find words I spelled incorrectly in my writing? Mini lesson: Use a piece of student writing to model the process of checking for spelling errors by reading the words in a piece of writing from the end to the beginning, pointing to each word while checking it for spelling. Circle the words that are spelled incorrectly. Have a Go Sheet Essential Question: How can I correct my own spelling without looking up every word in the dictionary? Mini lesson: Introduce the students to the Have a Go strategy for determining the correct spelling of words. When editing a draft of a piece of writing, the student should circle words that dont look correct and record them on the first column of the Have a Go Sheet. The student then tries a different spelling in the second column. If the word still doesnt look correct, the student should use a dictionary, Quick Word book or other authoritative source to find the correct spelling. Clutter Essential Question: what are some words that "clutter" my writing? Mini lesson: Ask the students what "clutter" is. What are some places they see clutter? Why is clutter undesirable? Just like our desks and bedrooms get cluttered and have to be cleaned up, so does our writing. Words like and, then, because, so, and but at the beginning of sentences are usually unnecessary and clutter our writing. Model removing clutter with a sample of student writing (or your own) to show how removing these words helps make the writing clearer for the reader. Editing Checklist Essential Question: For what things do I need to edit my writing before turning in my final draft? Mini lesson: introduce the editing checklist and model it's use with a piece of your own writing and staple it to your final draft.

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Have a Go Sheet First try Second try Correct

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Conferences, Sharing, Evaluations and Forms

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SOME QUESTIONS TO GUIDE SHARING

1.

Listen to my opening line. Does my lead interest you? If not, how might I improve it? Do you think I need more information anywhere? Are there places in my draft where you would like me to be more specific? Where? Do you ever get lost when listening to my draft? Where? Have I mentioned people, action, or situations in my draft that are hard for you to picture? What are they? Do you think the sentences and paragraphs in my draft are in the best order possible? If not, what would you move around? Do I stay on my topic? Do you think I should let my feelings or thoughts show more in this piece? Where? Do I have a good ending? If not, do you have a suggestion for how I might improve it? Does my title fit my draft?

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3. 4.

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6. 7.

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9.

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PQP
Praise
1. 2. 3. 4.

I like the part where ______________________________. Your efforts helped me feel _________________________. You can feel proud of ______________________________. Hats off to you because ___________________________.

Question
1. 2. 3. 4.

I wonder _________________________________________. Tell me more about ________________________________. Did you mean ____________________________________? I was a little confused about ________________________.

Polish
1. 2. 3. 4.

Maybe you could _________________________________. Had you thought of _______________________________. Heres an idea ___________________________________. Once I _________________________________________.

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Conferences The purpose of a writing conference is to get helpful feedback about your writing. Remember, conferences are only necessary when you want feedback about what you have written. These are the steps of a writing conference: 1. Listen to the writer. 2. Retell what you heard. 3. Answer any questions the writer asks you to listen for. 4. Ask questions about things that are unclear or about which you need more information. Some Questions to Guide Conferencing
1. 2.

3. 4. 5. 6. 7. 8. 9.

Listen to my opening line. Does my lead interest you? If not, how might I improve it? Do you think I need more information anywhere? Are there places in my draft where you would like me to be more specific? Where? Do you ever get lost when listening to my draft? Where? Have I mentioned people, actions, or situations in my draft that are hard for you to picture? Where? Do you think the sentences and paragraphs in my draft are in the best possible order? If not, what would you move around? Do I stay on my topic? Do you think I should let my feelings or thoughts show more in this piece? Where? Do I have a good ending? If not, how might I improve it? Does my title fit my draft?

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W-R-I-T-E Tips for Successful Peer Conferencing

Watch for the most important things first. Zero in on content, ideas, and information before dealing with the mechanics of spelling and punctuation. Respect the other students writing. Listen carefully and with interest. Ask permission before marking on the paper. Even if the work is messy or unorganized, remember that everyone has something to say that must be valued. Involve the other student by asking questions. Begin with, How can I help you? Remember that specific questions are better than general ones. Tell the student what you think will make a paper better. Dont be afraid to offer reactions and feedback, but remember, conferencing is not a time for grading. It is a time for helping. Encourage by focusing on strengths along with weaknesses. Find things you can honestly praise, then praise liberally.

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HAVING A WRITING CONFERENCE WITH YOURSELF

Read your piece to yourself, at least once, but probably several times. The best writers spend a lot of time reading over and thinking about what theyve written. Your next job is to make some decisions about whats down there on that paper - the weaknesses of the piece; the parts that need more work; and its strengths - those parts that work so well you want to do more with them. In other words, your next job is to have a writing conference with yourself. A writers biggest question is always, What is it Im trying to say here? The questions below may help you find and shape what youre trying to say.

QUESTIONS ABOUT INFORMATION

Do I Have Enough Information 1. 2. 3. 4. 5. Whats the strongest or most exciting part of the piece and how can I build on it? Have I shown (not told) by using examples? Have I told my thoughts and feelings at the points where my readers will wonder? Have I told where, when, and with whom this is happening? Have I described the scene and people with enough detail that a reader can see it happening? 6. Is there any part that might confuse a reader? Have I explained each part well enough that a reader will know what I mean? 7. Does this piece need conversation? Did people talk? Have I directly quoted the words they said? Do I Have Too Much Information? 1. What parts arent needed dont add to my point or story? Can I delete them? 2. What is this piece really about? Are there parts that are about something else? Can I cut them? 3. Do I have more than one story here? Which is the one story I really want to tell? 4. Is this a bed-to-bed piece, going through every event of the day? Can I focus on just the important part of the day and delete the rest? 5. Is there too much conversation? Too many fussy little details? Have I explained too much?

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QUESTIONS ABOUT LEADS

1. Does my lead bring my reader right into my piece, into the main ideas or action? 2. Where does the piece really begin? Can I cut the first paragraph? The first two? The first page?

QUESTIONS ABOUT CONCLUSIONS

1. 2. 3. 4. Does my conclusion drop off and leave my reader wondering? Does my conclusion go on and on? How do I want my reader to feel at the end of the piece? Does this conclusion do it? What do I want my reader to know at the end of the piece? Does this conclusion do it?

QUESTIONS ABOUT TITLES

1. Does my title fit what the piece is about? 2. Is my title a grabber? Would it make a reader want to read my piece?

QUESTIONS ABOUT STYLE

1. 2. 3. 4. 5. 6. 7. 8. 9. Have I cluttered my piece with unnecessary adjectives and adverbs? Have I said something more than once? Have I used any word(s) too often? Are any sentences too long and tangled? Too brief and choppy? Have I paragraphed often enough to give my readers eyes some breaks? Have I broken the flow of my piece by paragraphing too often? Is my information in order? Is this the sequence in which things happened? Have I grouped together ideas related to each other? Does the voice stay the same; first person participant (I did it) or third person observer (he or she did it)? 10. Does the verb tense stay the same; present (its happening now) or past (it happened before)?

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EVALUATION
Some ways that progress with the writing process can be evaluated each quarter. 1. Evaluate final drafts with your writing rubric. 2. Use observation notes from the grade level checklist which is aligned to the report card. 3. Hold a self evaluation conference with each student. This conference is an interview between the student and teacher where the student assesses His best piece of writing His worst piece of writing His problems with the process The achievement of his goals set the previous quarter 3. Goal achievement At the beginning of each quarter, the student sets two personal goals for his or her writing for the next quarter. The teacher sets one additional goal. The goals are copied and signed by the student. At the end of the quarter, the achievement of the goals is discussed at the evaluation conference. 4. Teacher assessment A subjective assessment of a students progress and use of the process can be based on the following: Does the child choose his own topics for writing? Does he rehearse his topic before writing? Does he apply the things taught in mini lessons? Does the student revise his ideas when appropriate? Does the student request meaningful help during conferences? Does the student actively participate in writing conferences? Does the student volunteer to share his writing? Does the student use the steps of the writing process? Is his writing meaningful? Does the student take a risk and try new things in his writing? Did the student publish anything? Does the student use time wisely during writing workshop? This subjective assessment might also be used in determining if a student receives a 4 in any area of writing.

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Marking Period 1 2 3

Name _____________________ Date ______________________ Writing Goals

1. _________________________________________________________________ 2. _________________________________________________________________ 3. __________________________________________________________________

Signature ______________________________

Marking Period 1 2 3

Name ________________________ Date _________________________ Writing Goals

1._________________________________________________________________ 2. _________________________________________________________________ 3. __________________________________________________________________

Signature ______________________________

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Sample Writing Goals

1. Write at least two poems. 2. Do a prewriting for each piece. 3. Write a fairy tale. 4. Check each piece for paragraphs with a friend. 5. Write a biography. 6. Finish at least three pieces that arent required. 7. Use conversation in at least one piece. 8. Check each piece with a good speller. 9. Write a nonfiction piece. 10. Check each piece for homophones. 11. Write a piece using first person. 12. Check each piece for commas using the list of rules. 13. Write two leads for each piece and choose the better one. 14. Keep my record sheet up to date. 15. Check each sentence in every piece to be sure it is complete.

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Editing Checklist Name ______________________________ Date ______________

Put a for all things you have corrected in your writing. Punctuation ____ . Period ____ ? Question Marks ____ ! Exclamation Points ____ , Commas ____ Quotation Marks Clutter ____ And ____ Then Capital Letters ____ Titles ____ First word of the sentence ____ I ____ Names of people, places, holidays, abbreviations Spelling ____ Circle words you need help to spell Editing Checklist Name ______________________________ Date ______________

Put a for all things you have corrected in your writing. Punctuation ____ . Period ____ ? Question Marks ____ ! Exclamation Points ____ , Commas ____ Quotation Marks Clutter ____ And ____ Then Capital Letters ____ Titles ____ First word of the sentence ____ I ____ Names of people, places, holidays, abbreviations Spelling ____ Circle words you need help to spell

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Editing Checklist Name ________________________________ Date _____________

Title _____________________________________________________
Examine your final draft carefully. Reread it to yourself or to a friend. Then check your piece for the items listed below. Put a on the line in front of the item as you check each one. When finished, staple this form to your final draft and put the papers in the final editing bin. Content ____ I said all I wanted to say. ____ I didnt repeat myself. ____ The ideas are in the correct sequence. ____ I organized all the ideas into paragraphs. Form ____ I have a title. ____ My lead is interesting. ____ The body of the piece is complete and in order. ____ The piece has a good ending. ____ I used a variety of sentences. Clutter Count how many times you started sentences with the following words: ____ And ____ Then ____ Because ____ So ____ But Clarity Count how many times you used the following words in your piece. ____ Nice ____ Said ____ Went Punctuation _____ Periods _____ Question marks _____ Commas _____ Exclamation points Capital Letters _____ First and important words in the title _____ Proper nouns _____ Beginning of the sentence Spelling _____ I circled the words that I think are spelled wrong.

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Editing Checklist Name _________________________________ Date ___________

Title _____________________________________________________ ____ 1. Did I spell all words correctly? Circle all words you are unsure of. Try to spell them correctly. ____ 2. Did I write each sentence as a correct thought? ____ 3. Do I have any run-on sentences? ____ 4. Did I end each sentence with the correct punctuation? ____ 5. Did I begin each sentence with a capital letter? ____ 6. Did I use capital letters correctly in other places? Days of the week, names, months, and titles should all be capitalized. ____ 7. Did I use commas, apostrophes, and other punctuation correctly? Commas are used between words in lists and after greetings and closings in letters. Apostrophes are used with possessives and contractions. ____ 8. Did I indent each paragraph?

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Status Sheet
Date Mini Lesson Monday Tuesday Wednesday Thursday Friday

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Name____________________________ Writing Record Sheet

Abandoned

Marking Period 1 2 3

Finished

Published

Date

Title of Piece

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Writing Workshop Rules

Status 1. 2. 3. 4. No one moves from seats, talks, or makes any noise. Students must be ready with name of piece and stage of the process. Students must use the correct names for steps of the process (draft, edit). Names will always be called in the same order.

Topic Selection 1. First month (until story structure is taught) nonfiction only (personal experiences, biographies, etc.). 2. No blood and gore or excessive violence. 3. No inappropriate language. Workshop (without peer conferencing) 1. Thirty minutes of silent writing - no talking. 2. Write at own seat. 3. Students may get paper, dictionaries, etc. as needed. Peer Conferencing 1. First several weeks, conference with neighbors only (little physical movement). 2. Writer reads his piece to peer; peer never reads piece himself (peer only listens). 3. Peer retells story back. 4. Peer praises one thing and asks one question or makes one suggestion. 5. Students should always peer conference for content before handing piece to teacher. Peer Editing 1. Piece must have been conferenced for content first. 2. Student and peer edit it together after writer has checked it first. 3. Both look at piece with writer making written corrections. Sharing 1. Three volunteers chosen by teacher. 2. All students put all writing away and are listeners. 3. Student defines his purpose for sharing. 4. Student reads up to one page (if piece is long, writer should summarize the beginning or ending). 5. Student chooses 3-5 people to make comments or suggestions. 6. Comments and suggestions must be worded as positively as possible.

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THINGS I CAN DO DURING WRITING TIME

1. 2. 3. 4. 5. 6. 7. 8.

I can add to my topic list. I can brainstorm a new topic. I can make a web for my new topic. I can begin a new draft. I can improve or add to a draft I have started. I can circle the misspelled words in my draft. I can look for words that should be capitalized in my draft. I can use an editing checklist as a guide to edit my piece.

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