The Missouri Reader Vol. 36, Issue 1 | Page 59

chart, and a student dictionary. If a table cannot
be acquired, then pulling up a chair beside the
student‘s desk can be just as effective. Extra
materials will be placed in a different location.
Instructional Strategies for First Grade
Writer’s Workshop
Organization is just the starting point to
implementing Writer‘s Workshop in a first grade
classroom. The next step is identifying and
implementing the instructional strategies
involved in the Writer‘s Workshop approach.
There are four main components involved in
Writer‘s Workshop: the mini-lesson,
independent writing, conferencing, and sharing.
Mini lesson. Writer‘s Workshop begins with a
mini-lesson. During the mini-lesson, students
are usually gathered on the carpet space. The
teacher introduces new writing strategies on
mechanics or craft. The mini-lesson is only
supposed to last between 10-15 minutes. It is
brief and gets straight to the point. A mini-lesson
can begin with an author‘s text, student work, or
interactive writing. It is important to plan minilessons based on curriculum objectives and
student needs. The mini-lesson introduces or
reviews concepts about writing that students will
be required to use during their independent
writing time.
Independent writing and conferencing.
After the mini-lesson is taught, students are to
practice what they have learned by writing
independently. As previously stated, students will
sit at their desks/tables or other areas of the
room to write. At the beginning of the school
year, before students begin to write on their
own, the teacher should create a list of
expectations for students to follow during
Writer‘s Workshop. These expectations should
discuss noise level, productivity, management
and organization of materials, and a conferencing
schedule. Once students have become acclimated
to Writer‘s Workshop procedures, then the
teacher may begin conferencing with individual
students. Before conferencing begins, the teacher
should create a weekly conferencing schedule.
Every student will be assigned to one day of the

week; therefore, there will be about four to five
students assigned to each day, depending on the
class size. During conferencing, the teacher
works one-on-one with a student about his or her
writing. The focus of the conference will differ
depending on the child, but one thing to
remember is that it is important to point out
what the child is doing well and to choose only
one thing that the child should continue to work
on. The main goal for conferencing is to support
and differentiate the writing for each individual
student. Conferencing can take place at a round
or kidney shaped table or at the stu dent‘s desks.
It is helpful for the teacher to keep a binder with
a tab for each student in the classroom. Anecdotal
notes will be made through observation and
conferencing. It will allow the teacher the ability
to review and assess each child‘s writing progress
throughout the year.
Sharing. Writer‘s Workshop should end each
day with a time for students to share pieces of
their writing. Approximately four students per
day will share. Students may share by sitting in an
―authors chair,‖ while other students gather
around on the carpet, or they may share their
work on an Elmo/overhead projector. Either
way, it is important for students to discuss their
writing with their peers. Students can give each
other feedback on what they liked and what they
might want to see differently next time. The
teacher should scaffold appropriate student
responses beforehand. Sharing time is an
excellent way to use authentic student work for
further learning.
Implementation of Small-Skill Based
Group Instruction in a First Grade
Writer’s Workshop
The Writer‘s Workshop approach is set up so
that teachers teach writing using whole group and
individualized instruction. Other than having
more than one student at a time meet for
conferencing, small-skill based group instruction
is rarely used. This section will provide
information on how to assess, group, and
implement small-skill based group instruction in
a First grade Writer‘s Workshop.
© The Missouri Reader, 36 (1) p.59