Information Page
Writer’s Workshop Introduction
This Writer’s Workshop plan is designed for grade four students. The writing process for these students is particularly important in 4th grade because the students take Florida Writes in the springtime. The purpose of Writer’s Workshop is to help students identify the 6+ 1 traits of good writing, and use them in narrative, opinion and informational published pieces.
Six Traits + 1
Ideas Organization Voice Word Choice Sentence Fluency Conventions Presentation
Stages in the Writing Process
Prewriting Drafting Editing Revising Publishing
Behavioral Objectives- Grade 4
Content Objectives- Grade 4 Students Will Be Able To (SWABT)
Classroom Design
I organized my classroom with Writer’s Workshop in mind. There are areas for me to work with students in whole and small groups. These include two carpeted areas and a rainbow shaped table. One carpeted area contains bean-bag chairs for comfortable listening and reading. A classroom library is near this area. The other carpeted area contains the Author’s Chair, a place where students can share their personal writings with other students. An Elmo and computer center is set up near the Author’s Chair. Editing and publishing areas are also important parts of the classroom design. Bulletin boards are available for displaying student works.
Writer’s Workshop Areas
Writer’s Workshop will be part of the classroom design.
Prewriting and Drafting- Students will complete this step at their own desks. Students will use their Writing Journals.
Editing- Students will work independently in this area to edit and revise their writing. Reference materials will be available (Dictionary, Thesaurus) for the editing process.
Small Group- Students will work in small groups to share and peer review. This is an important step as students listen to their peers on how to improve their writing piece.
Author’s Chair- This is an area where students sit to read their writing piece to other students.
Publishing- When students have drafted and edited their piece, they will be ready to publish. They may publish on the computer by print and display their work or post their original handwritten piece. They may also publish work in their writing notebook. Bulletin boards are available for student work.
Strategies
The setup of the classroom is important to the strategies I will use in my classroom. I will introduce new information with whole group instruction by using technology, read-alouds, modeling, dialogue, and visuals.
Small group instruction will take place at several areas in the room. The rainbow table and small group tables provide some privacy when working with small groups.
Student conferencing is an important part of helping students progress with their writing. I will work individually with students at the small tables, rainbow table and my desk.
Students enjoy participating in peer reviews. Students are encouraged to provide positive feedback and supporting each other in the writing process. Students may work individually or with a peer at the editing and publishing tables.
Celebration will be ongoing to support students during their 4th grade Writer’s Workshop.
ESOL Strategies
All ESOL students, performing at any level, will be included in the mini-lesson. This will help them improve their BICS and CALP. I will modify each stage in the writing process based on the student’s level of language acquisition.
This Writer’s Workshop plan is designed for grade four students. The writing process for these students is particularly important in 4th grade because the students take Florida Writes in the springtime. The purpose of Writer’s Workshop is to help students identify the 6+ 1 traits of good writing, and use them in narrative, opinion and informational published pieces.
Six Traits + 1
Ideas Organization Voice Word Choice Sentence Fluency Conventions Presentation
Stages in the Writing Process
Prewriting Drafting Editing Revising Publishing
Behavioral Objectives- Grade 4
- The students will be able to work quietly during the scheduled writing time.
- The students will come prepared to class.
- The students will stay on task to complete each phase of their writing piece.
- Students will listen attentively in small group.
- Students will keep their writing folder neat and use it correctly.
- Students will provide constructive feedback during peer-review sessions.
Content Objectives- Grade 4 Students Will Be Able To (SWABT)
- SWBAT: Correctly use a graphic organizer during prewriting.
- SWBAT: Write to a prompt.
- SWABT: Will complete and produce three large projects (narrative, opinion and information piece).
- SWABT: Publish other smaller quarterly projects as assigned (Veteran’s Day, All About Me, Letter to My 5th Grade Teacher, etc.).
- SWABT: Understand and use the 6 + 1 traits of good writing in their published pieces.
- SWABT: Use correct conventions in their writing.
- SWBAT: Write in various genres.
- SWBAT: Brainstorm topics for their writing pieces.
- SWBAT: Draft, revise, edit and publish their work.
- SWBAT: Use organization by using transition words.
Classroom Design
I organized my classroom with Writer’s Workshop in mind. There are areas for me to work with students in whole and small groups. These include two carpeted areas and a rainbow shaped table. One carpeted area contains bean-bag chairs for comfortable listening and reading. A classroom library is near this area. The other carpeted area contains the Author’s Chair, a place where students can share their personal writings with other students. An Elmo and computer center is set up near the Author’s Chair. Editing and publishing areas are also important parts of the classroom design. Bulletin boards are available for displaying student works.
Writer’s Workshop Areas
Writer’s Workshop will be part of the classroom design.
Prewriting and Drafting- Students will complete this step at their own desks. Students will use their Writing Journals.
Editing- Students will work independently in this area to edit and revise their writing. Reference materials will be available (Dictionary, Thesaurus) for the editing process.
Small Group- Students will work in small groups to share and peer review. This is an important step as students listen to their peers on how to improve their writing piece.
Author’s Chair- This is an area where students sit to read their writing piece to other students.
Publishing- When students have drafted and edited their piece, they will be ready to publish. They may publish on the computer by print and display their work or post their original handwritten piece. They may also publish work in their writing notebook. Bulletin boards are available for student work.
Strategies
The setup of the classroom is important to the strategies I will use in my classroom. I will introduce new information with whole group instruction by using technology, read-alouds, modeling, dialogue, and visuals.
Small group instruction will take place at several areas in the room. The rainbow table and small group tables provide some privacy when working with small groups.
Student conferencing is an important part of helping students progress with their writing. I will work individually with students at the small tables, rainbow table and my desk.
Students enjoy participating in peer reviews. Students are encouraged to provide positive feedback and supporting each other in the writing process. Students may work individually or with a peer at the editing and publishing tables.
Celebration will be ongoing to support students during their 4th grade Writer’s Workshop.
ESOL Strategies
All ESOL students, performing at any level, will be included in the mini-lesson. This will help them improve their BICS and CALP. I will modify each stage in the writing process based on the student’s level of language acquisition.
- Preproduction
- Students will draw pictures for planning. (Prewriting)
- Students will add details to pictures (Drafting and Editing)
- Students will add color and finalize their picture (Publishing)
- Teacher will help label picture
- Early Production
- Have students work in pairs or small groups to discuss a problem. Have literate students write short sentences or words in graphic organizers. (Prewriting)
- Students will make list of interest in English (Prewriting)
- Students can draft in native language if needed. (Drafting)
- Students will work with a bilingual partner for editing and revising. (Editing and Drafting)
- Students will be asked to rewrite their work using resources to help write in English. (Publishing)
- Speech Emergence
- Students will complete graphic organizer with simple sentences. (Prewriting)
- Student at this level will beginning drafting using bullets or short sentences. (Drafting)
- Student will work with partner during the editing and revising process. (Editing and Revising)
- Student will publish on the computer to help with conventions and English. (Publishing)
- Intermediate Fluency
- Students at this level should be working right along with other students. I will modify each level as needed.
- They will complete graphic organizer for prewriting
- They will draft in their writing journal
- They will edit and revise with a partner
- Student will be able to publish their work on the computer.