Writing Workshop Transformed My Classroom by Lauren Spang

 Writing Workshop Transformed My Classroom

by Lauren Spang

Shortly after I was hired as a first-year teacher at Rostraver Elementary School in the Belle Vernon Area School District, I made the promise to myself that I would give back to the students of my hometown school district by providing them with the best possible education they deserve – just like my favorite teachers did for me when I was a student at BVA. However, like most beginning teachers, I felt an overwhelming sense of frustration and uncertainty, specifically in the area of teaching writing at the upper elementary grade level, and I knew I needed something more to enhance my teaching as I embarked on teaching a new grade level and subject area. 

An elementary teacher is often considered to be a “jack of all trades” because it is essential to be knowledgeable in all elementary subject areas, as well as knowing the most effective and efficient methods of teaching certain specific content areas.  As a child, I knew that I always had a special knack for learning grammar, as its importance was frequently emphasized in my household growing up with my mother and grandparents who are now retired teachers. Even though I knew that I enjoyed grammar and was familiar with the content, I still felt very unsure about how to teach grammar and how to assist my students with the application of skills in their writing. Upon networking with many others, I realized we were all in the same boat: confused and uncertain, and willing to try anything beyond simply circling and underlining words in a sentence and calling that “grammar/writing” instruction for the day. 

During that first year of teaching, I attended every workshop regarding ELA instruction that I could possibly find, frequently crossing paths with my revered coworker, Carol Frow, an 8th grade teacher at BVA Middle School and the current Executive Director of WPCTE. At the time, Carol and I didn’t know each other well, but we quickly formed a like-minded partnership within our school district and began collaborating about how to better our writing instruction in our classrooms. We attended a few sessions through the Westmoreland Intermediate Unit 1 where we were introduced to a practice that “just made sense” to both of us. Val Piccini, a Reading Specialist and founder of the student Writing Project, Writers of Westmoreland, introduced the concept of Writing Workshop and how to implement mentor texts into our everyday ELA classrooms. Val referenced much of her research from the author, Lucy Calkins and Colleagues from TCRWP (Teachers College Reading and Writing Project), at Columbia University. More information regarding her curriculum can be found on the following website: www.unitsofstudy.com. When we learned of this practice, Carol and I were hooked: we fell in love with the idea of using a Writing Workshop in our classrooms. 

Over the years, I learned that the Writing Workshop structure of each lesson provides easy-to-follow scaffolding of higher-order thinking skills with minimal effort in lesson planning.  The Workshop Model was simple to implement because it was consistent and fit into my daily ELA schedule very nicely while juggling vocabulary and spelling instruction as well.  The initial implementation of the Writing Workshop completely transformed my classroom, and I was amazed at how positively my students responded to it.  Now, I have so much more confidence in myself as a writing teacher, and I thoroughly enjoy writing time because I know it is working. 

An overview of the workshop should look similar to the following structure: 

• Mini-lesson (first 10-15 minutes of class): the teacher models the skill through whole-group instruction. (I usually incorporate Mentor Texts and Mentor Sentences into this portion of the lesson by intentionally selecting models of texts that teach a particular writing craft or skill.  I especially like to tie-in the grammar skill with my mini-lesson introduction.)  The teacher may follow each mini-lesson by providing the students with additional guided practice, but that is completely optional. (Personally, I like to give my students some additional assistance before they independently implement the strategies they learned.) Guided practice can also be completed in small writing groups for students who need the extra practice.  

• Independent Writing/Conferencing (35-45 minutes): the bulk of the class period should be spent on Independent reading/writing while students have the opportunity to craft their writing.  During that time, I also conference with students individually or in small groups, and I encourage my students to peer conference with one another.  I typically provide them with peer conferencing checklists that give the students some autonomy while also holding them accountable to follow through with editing and revising one another’s writing.  If necessary, a mid-workshop reminder in the middle of the lesson may be modeled for a few minutes as well.  

• Share (last few minutes of class): students have the opportunity to share and celebrate the work they have completed that day.

Author’s Bio: Lauren Spang is a fifth grade ELA teacher at Rostraver Elementary School in the Belle Vernon Area School District. She has been teaching fifth grade ELA for nine years at BVA, and she completed one year of teaching third grade in the Elizabeth Forward School District before landing her full-time position in her hometown: Belle Vernon Area. She received her B.S. in Elementary and Early Childhood Instruction from Saint Vincent College in 2012, and then completed her Masters Degree in Elementary Special Education from California University of Pennsylvania, now known as PennWest University. During the Summer of 2016, she attended the Summer Institute for Teachers hosted by the Western Pennsylvania Writing Project at the University of Pittsburgh Falk School under the direction of Laura Roop and the late CJ Coleman. Lauren is a teacher-consultant for the WPWP and an active promoter of Writing Instruction in the elementary classroom setting.