Writing Strategies- Conferencing ( Entry 5)

 Entry One: Writer's Workshop 

"If a story is in you, it has to come out" -William Faulkner. 

    Initially, when I thought of literature being a course, my mind went back to when I was a college student and had to read several assigned books that were to be completed at the end of the semester followed by a book reports and exam. I somewhat thought it would be a similar course for Teacher Training Department when I saw Literature: Reading and Writing. However, it was nothing compared to college literature but a course to guide us as teachers in the primary education sector in effectively teaching and developing writing in our students at the primary level. That is, Literature 102: focusing on the writing aspect where we were introduce to Writer's Workshop. Writer's Workshop is a student-centered framework designed as a guide for teaching writing using nine (9) steps or stages which includes a three-part conference. Furthermore, this workshop is stands on the idea that students learn to write best when writing is done frequently or repeatedly, over an extended period of time and on topics that are of the students' interest. The nine steps or stages are as follows:

1.      Focus lesson – 5-10 minutes presentation/mini lesson on how writer’s workshop might be structured and usually focuses on procedures, expectations and sometimes content. For examples, giving detailed instructions and expectations on pair writing, peer editing group, group share etc. This appears in the prewriting stage.

2.      Pair write - when 2 students work on the same piece of writing by collaborating and sharing their ideas/points that will be combined to write a single writing piece. For example, pairs will write a story together in class on the topic of  "A Day in town”. This appears at drafting stage

3.      Peer editing group – students work along with each other in small groups to share their writing pieces, revise each other work and make suggestions to improve the writing piece or make corrections. For example, teacher may place the class into groups of 4 where each member can share their essay or story and receive positive criticism from their group members. This appears at the revising and editing stage.

4.      Writer’s intent (conference) – this is the idea that the students created in his/her head and the purpose for which he/she is writing or their interpretation of a text. The teacher uses probing questions to unveil the intentions the students writing. For example, students are asked to write a story based on a picture that was given to the class and the teacher may ask questions about the picture to active the creative writing within the students. This appears at the prewriting and drafting stage.

5.      Writer’s need (conference) – the teacher observes and determines the weak areas in writing or the writing skills that required scaffolding This can be one student or the entire class who is struggling with a particular area of wiring. For example, teacher recognized that a student or the class has challenges with punctuation. This appears at the revising stage.

6.      Teach the writer (conference)– a mini guided lesson with the purpose/aim of teaching or addressing the weak area in writing (student’s need). This can be done one-on-one with a particular student or as a whole class lesson.  Teacher will revise rules, tips etc to tap into previous knowledge for re-enforcement and build a stronger understanding of the skill or area that was a challenge. For example, teacher revise the types of punctuation marks, the use of each mark, and the rules for using punctuation marks. This appears in the prewriting, revising or editing stage

7.      Writer’s plan – this is where the teacher assesses or evaluates students writing by creating a plan with the collaboration of students after observing the writing pieces presented/submitted by the students. This plan is to address the challenges  students may be having in writing. For example, a two column table with the first column including what the teacher knows about the writer and the second column including what the student thinks what he/she needs to do to improve their writing such as anecdotal notes. This appears at the prewriting stage and revising stage

8.      Tracking writing status - this is where the teacher keeps record of the progress of each student's writing over the time period of several week or the entire term while providing feedback and guidance. The tracking is to check whether there has been improvement in the students' written work or if they made need further scaffolding in writing. For example, taking anecdotal notes or creating a portfolio of students written work. This appears at the revising stage.

9.      Group share - this is where students share their completed work with a peer or in small groups. Students are given the opportunity to read their written piece aloud to the entire class or exchange their work within small groups so that students can read each other's work. For example, the work can be shared to the entire class by using the author's chair. This appears at the publishing stage. 

        At end of this week, I have taken away valuable information that is now planted in mt schema. As a teacher, when I return to my classroom I will be implementing and practicing the writing process to ensure that my students are producing great pieces of writing. Also, I will surely implement and practice the Writer's Workshop in during Language Block to effectively teach writing in my classroom, paying special attention to the three-part conference. In reference to the opening quote, each of our student has a story or has something to say, but it is our duty as teacher to bring it out from within them with a little guidance and effectively teaching writing.