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I received an e-mail from another blogger who teaches middle school who asked about the pacing of the teaching points and units of study. Specifically, she wanted to know, “What if they don’t finish in that time period? Do they finish it at home for homework?” I wrote her back, but figured this might be an issue others are grappling with, so here’s my thinking. (I hope others will weigh-in by posting comments.)

DAILY: I present a teaching point to the children. However, sometimes I know that certain kids are not up to that point. That’s the reality of the Workshop. You hope everyone is moving at the same pace, but inevitably some kids have already done what you’re teaching and others have not. That’s why, in the link, you say, “Today and every day that you’re…” so that it gets them to think that this isn’t just a strategy to use today, but it’s a strategy you can use every time you’re doing __________________. (Fill in the blank with the appropriate words that come from your teaching point.) I guess that’s why we confer with students and pull them for strategy lessons… we know that they’re not all with us (i.e., with regard to pacing) when we teach a minilesson so it becomes necessary to differentiate instruction.

MONTHLY: I always build-in at least two days for extra “revision lessons” when I craft units of study. I write in my monthly calendar “T.P. TK,” which means that the teaching point is yet to be determined. This way I don’t feel pressured to speed through my teaching points if I notice a lot kids aren’t understanding what to do or it’s taking most of the kids longer than expected to grasp the teaching point. Hence, building in these two days allows me to always finish on-time. It’s pretty rare that I push back a Publishing Party since I’ve built in these days.
Note: Sometimes those days are ACTUALLY used for revision. That means pacing is perfect and I want to push my students to really work on some aspect of their pieces as a class. It’s always gratifying when that happens since you can notice the level of their work, once they publish, is much higher thanks to those revision lessons that were thrown-in towards the end of the month.

Stacey Shubitz View All

I am a literacy consultant who focuses on writing workshop. I've been working with K-6 teachers and students since 2009. Prior to that, I was a fourth and fifth-grade teacher in New York City and Rhode Island.

I'm the author of Craft Moves (Stenhouse Publishers, 2016) and the co-author of Jump Into Writing (Zaner-Bloser, 2021), Welcome to Writing Workshop (Stenhouse Publishers, 2019), and Day By Day (Stenhouse, 2010).

I live in Central Pennsylvania with my husband and children. In my free time, I enjoy swimming, doing Pilates, cooking, baking, making ice cream, and reading novels.

One thought on “Pacing Leave a comment

  1. In the Calkins’ Units of Studies series there is a lot of allowance built in for the different rates that kids will work through different stages of the process. I’m still experimenting a lot with this, but I’ve found that the whole charges that you be your own job captain, that when you’ve finished you’ve only just begun, and that you may work on one OR two pieces for publication—all help with this need to make the workshop work for all my kids.


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