Chapter 1 and 2 6/14/11

6/14 Chapter 1 and 2   Writing Workshop/Time and Space

Doreen Kaleiwahea

Writing Workshop, The Essential Guide, Chapter 1, Writing Workshop, describes writing as one of the most “powerful tools imaginable”.  It requires a “bundle of skills”, skills that can become rituals within the classroom so each student has access to be supported to develop these skills.  Along the way, improvement of fluency, vocabulary and comprehension are by-products, as well as building confidence and higher thinking skills (my interpretation). Required is a rigorous learning environment that supports the “flow” of writing.  Having tools in place, environment and time set, the optimal learning condition will assist your students into the “flow zone”.  Much like the zones we have been sucked into during our own “sacred writing time.” The tools may vary from class to class and may include; notebooks, laptops, writers word choice lists and/or idea lists, in the effort to create a “hothouse condition” for your new writer.  These metaphors help the teacher to look at the student writer as a new plant having optimal growing conditions.  With the temperature right, supports in place and realistic expectations, the experience of writing can fruit into the ability for a child to express his and herself; to be heard.  Isn’t that what children want?  Listen to ME!!

In Chapter 2, Essential Time and Place, the focus is magnified onto the optimal growing environment for the young writer.  Time can truly influence your young writers.  Choosing a time after lunch or before lunch may or may not be the best time to write.  Crucially, all things must be considered.  The rhythm of writing should be the new experience when regular and predictable time setting promotes growth.  The ever-revealing mini-lesson should pin-point a new skill. Give time to practice and positive feedback should be served often to encourages the “flow” (my interpretation).  A consistent meeting place makes a difference. The time and place with carefully arranged desks provide the optimal setting for the writer to exercise their new-found craft.  One-to-one conferences with personal and specialized comments encourage your student to see that errors are accepted and creatively solved.  Often, we can jump start ideas by recommending that they re-read their notebooks, browse through literature, talk with a friend (about literature), and/or revisit old drafts (pg. 18).  Don't forget to value and show-off their writing, surround yourselves (in your classroom) with a representation of each students' creation.