Writing Workshop

It is important when cultivating a language for writing building wide to provide a situation where many (550 kids) the opportunity to read and make comments on writing. We posted over 100 pieces of writing on the walls of our building. Sticky notes and pens were made accessible. When students went to the restroom or were getting ready to go to lunch they would line up near the writing. At this time they would be quietly reading and writing comments to stick on a piece of writing. It is imperative that they be taught in the writing classroom what is an appropriate comment (I like…, I noticed…, I remembered… etc) before they can leave notes. It  is also important that an adult is constantly screening the comments that are left to make sure they are positive. The writers that receive the comments are filled with pride.

written by David Stoner

There are so many ways for young writers to come up with ideas to write about it’s hard to choose a favorite. One of my favorites is the “Neighborhood Map”.  In this kind of prewriting activity the writer imagines himself above a place he once lived or a place that is important to him. Not only is the view sketched but annotations are added. It is important for the writers to be placed in small groups at some point to give them time to talk to each other about their drawings. This will give rise to many more ideas that they had not originally sketched on their paper. It is good for them to take notes of these ideas as they talk and add them to a master list of ideas in their writer’s notebook. So, on those days when topics are hard to find they can go back to their list and be reminded of possible topics. Here is an example:

written by David Stoner

There are so many ways for young writers to come up with ideas to write about it’s hard to choose a favorite. I personally enjoy the heart map that Ralph Fletcher et al describe. It is a particularly good instrument to use when searching for a powerful topic to write about such as in the genre of poetry. The rule is simple. The more important a thing, person or idea is to the writer, the closer to the middle of the heart it is placed. Here is an example:

written by David Stoner

Writing teachers would agree that the most difficult population to inspire to write can be the boys that sit in front of you. I believe, in part, that is because so many of them prefer first to work in a non linguistic mode and secondly they enjoy writing and thinking about “boy” topics: hunting, rough play, super heroes…etc. It is my contention we should, within reason invite them to the writing table by inviting their writing topics as well as others. Of course there should be parameters set on just “how much” violence or language will or will not be acceptable in the classroom.

In Ralph Fletchers book, Boy Writers: Reclaiming Their Voices , He writes about writing test scores indicate that boys have fallen far behind girls across the grades. In general, boys don’t enjoy writing as much as girls. What’s wrong? How can we do a better of job of creating boy-friendly classrooms so their voices can be heard? In Boy Writers: Reclaiming Their Voices Ralph Fletcher draws upon his years of experience as staff developer, children’s book author, and father of four boys. He also taps the insights from dozens of writing teachers around the US and abroad.

written by David Stoner

I have introduced many kinds of writing already this year. It allows the young writers many choices. The kids love to have a say (choice) in what they write. Here is a list of what we do so far as of 10/27/09.

written by David Stoner

I often talk about writing workshop with schools and how to implement it successfully. This PPT shows some of what I believe are the “essential” elements of a writing class. Without them the wriitng workshop will quickly disengrate and the teacher will be left with a defeated feeling and likely not try to attempt teaching writing in a studio environment again. There are key elements that have to be in place: 1 Donald Graves’ 7 Conditions,  2) Mark Milliken’s Pointing and questioning technique,  3) and a general understanding of the function and framework of the writing workshop itelf.

written by David Stoner

In the writing class, the flipchart mini lesson is a perfect tool to model short excerpts of the writing craft that can make a student’s writing grow. These lessons can include procedural, convention, and craft lessons. Some can be invitational but most should be an expectation for the writer to Have-A-Go at the lesson that has been taught in their own writing. Here are a few examples from my classroom. If you click on one of the pics it will take you to the full 127 pictures at flickr.com.

written by David Stoner

Ashtyn reads her poem, Imagine. She was inspired by the book, Imagine A Day, by Sarah L. Thomson. Ashtyn imitated Sarah Thomson’s text and ended up with a quality poem she was proud of and enjoyed sharing.

written by David Stoner

I’ve spent thirty years exploring every aspect of what technology can do and more specifically how it can make learning better in my classrooms. I’ve come to believe though…there are times that today’s technology can not beat the communication modes of years gone by. When was the last time you held and cried over an email that meant so much to you that you actually saved it and put it in your scrapbook or hope chest. When was the last time you tweeted of posted on Facebook and it even came to your mind a day later let alone months or years later? I’ve posted a PowerPoint here that shows why I write these statements. It shows a cherished letter from 1955 that I’ve held onto for 54 years. I love to hold it, smell it and remember my mom and dad. The technology of 1955…letter writing is almost a lost art. That is sad!
Dear Mrs2

written by David Stoner

Writing teachers would agree that the most difficult population to inspire to write can be the boys that sit in front of you. I believe, in part, that is because so many of them prefer first to work in a non linguistic mode and secondly they enjoy writing and thinking about “boy” topics: hunting, rough play, super heroes…etc. It is my contention we should, within reason invite them to the writing table by inviting their writing topics as well as others. Of course there should be parameters set on just “how much” violence or language will or will not be acceptable in the classroom.

In Ralph Fletchers book, Boy Writers: Reclaiming Their Voices ,  He writes about writing test scores indicate that boys have fallen far behind girls across the grades. In general, boys don’t enjoy writing as much as girls. What’s wrong? How can we do a better of job of creating boy-friendly classrooms so their voices can be heard? In Boy Writers: Reclaiming Their Voices Ralph Fletcher draws upon his years of experience as staff developer, children’s book author, and father of four boys. He also taps the insights from dozens of writing teachers around the US and abroad.

written by David Stoner

Patricia MacLachlan is an extraordinary writer and one a writing teacher can freely use to model writing in the wriitng workshop. In her book, All The Places To Love, she displays the use of skillfully using prepositional phrases that tell you when and where things are happening. Sometimes she puts the prepositional phrases at the beginning of her lovely sentences. But sometimes they can be found in the middle or at the sentence’s end. By using these prepositional phrases it will give your writing fluency and beauty for the reader to enjoy.
All the Places to Love Lesson

written by David Stoner

Everyone has secrets. This lesson taps into that human equation. Using mentor texts that were lifted from other writers the students and I study what the writers attempted to do. If we can name it we can claim it to use in our own writing.

I Never Told Anyone

written by David Stoner

written by David Stoner

written by David Stoner

What if…by Regina Williams is an excellent resource to use to structure a lesson for student success. All children naturally wonder about our world and what could be if they had the power to change things. So the “What if…” concept is a fascinating one for them to ponder as they compose.
What If…

written by David Stoner