September is here and so is a new Writer’s Workshop! This is an exciting year for our students. They take the knowledge of beginning, middle and end stories and begin to truly craft a creative personal narrative!
But before they can do that, we wrote on what WW is, how the writing process works and how we will work with each other and our teacher. Here are some charts to help with that:
The Elements of Writer's Workshop
How WW is set up!
Managing Our Writing
The five steps of the writing process set up as a management tool for students to evaluate where they are in the writing process.
Writing from the Heart or Close to Your Bones
Now it time to select some topics! We write from the heart or “close to our bones” in 110! These are the things that are most important to us. Students learn that if you care about it, and it means more to you, then your reader will know that too. Here is a chart to help students find those those special moments, people, places. This is a true anchor chart as students contributed to this with their own writing.
Oral Story Telling chart
After we think about some topics, it’s time to tell our stories to each other. We use a five finger story telling method because, if you can say it, you can write it! I usually pick a topic that is funny or scary or sad! I model for them using this poster and students TALK! They share their own silly, funny, angry, or scary story! It can get pretty crazy but fun– and they begin to see that they need to excite their reader on paper next!
Choosing a Small Moment
And of course before the begin these stories we need to make sure we narrow down or topics to SMALL MOMENTS! Students learn that All About stories are the watermelon but the seeds of that watermelon, well, they are the small moment. Together we take large ALL ABOUT topics and narrow the focus to something smaller we can really sink our teeth into.
September is here and so is Reader’s Workshop!
During the launch, students learn how to select a Just Right book, swap books in the library and build reading stamina.
Here are some of the charts that help students remember and retain strategies learned in the launch:
Here is a chart for transitioning to the rug between tasks.
Here is a chart to help students choose a Just Right Book. Students can ask these five questions and if they answer yes to them, it’s a just right book. Students then are taught how to swap books, selecting 1 easy book, 5 JR books, and 1 challenge (or hard) book for their book bin (or bag) to use during independent reading.
Just Right Books
Here is a fellow colleague’s chart to help students exchange books in the library with ease. The library tickets are the student’s independent guided reading level. What I like about this is that most of her students are able to stay in their own JR book level and are therefore less frustrated.
Book Swap chart
Here is a chart to help students understand what Independent Reading “looks like, feels like, sounds like”. Students decide if they were a 4, 3, 2, or 1 on the Independent Reading Rubric.
What Does IR Look Like? chart
Here is a chart for building stamina. In second grade, students come to independent reading with some strategies for sustained purposefully quiet reading but many still need to create this stamina. This chart explains that stamina is needed but needs to be built. Every day teacher can watch to see how long the majority of the class can read without losing focus. Once the class begins to fall off, move the post it note up the steps until the goal of 15 minutes is met. In 2nd grade, by mid year students can sustain this reading for at least 25 minutes. This is a great beginning year strategy. Thank you http://chartchums.wordpress.com/ for this one!
Building Stamina in Reading