This week, we've re-launched our afternoon writer's workshop. Throughout the year, we will use many books as
models for our own writing. Each session begins with a mini-lesson where the students hear a
teaching point, hear the language authors use, have a discussion on the
teaching point, and find a connection to their own writing. The
students then independently work on their own writing piece while I
confer individually with about 3-5 children per day. After the writing
time, we close the lesson with a share and review of the strategy
taught. The student have been getting used to learning about how to use
supplies, where to keep them, what to do when they're stuck, and what
to do when they think they're done. Our current unit of study is
personal narratives. During this unit, students are writing about
experiences they've had. This week, our focus has been on labeling our pictures and learning how to add more to the pictures or words when we think we're done. 
The class
has discussed the idea that if we write every day, we'll get a lot of
practice and therefore gradually get to become really good writers.
Many other students relayed that they believe writing to be fun,
relaxing, and much discussion was had about the purpose of writing. "My
mom writes you notes." "We write a grocery list." "My dad types a lot
on the computer...I think this is like writing too but without a
pencil." We observed all the writing in our classroom and have been
reading many books about writers. During the morning, at a time we call Daily 5 (more about this later) students have an opportunity to work on writing of their choice. The structure of this time is similar to "Read to Self," however instead of reading, students are writing independently around the room. This week we've launched, "Work on Writing" and children are practicing the expected behaviors. INQUIRE with your children what it looks like and what it sounds like during "Work on Writing." This structure during our literacy time was created by Gail Boushey and Joan Moser to ensure teachers can differentiate instruction. While students are working independently, the teachers are able to work with small groups or individual students. 
We will continue to work on building our stamina during "Work on Writing", just as we've done with "Read to Self." Students are becoming quite independent! We have increased our time working independently each day and children have mastered 13 uninterrupted minutes of sustained reading. As you'll see in this brief video, students can read the pictures, read the words, or retell a familiar story.
