Welcome back, readers! We have returned from our July break refreshed and ready for a new school year of sharing ideas, resources, and teaching practices here at Two Writing Teachers. For many of us, the first day of school is right around the corner, and we are turning our attention to preparing our lesson plans and classrooms. Here at TWT, we thought it might be helpful to host a blog series – some ideas about how to Sharpen Your Workshop Routines. Each day, one of the TWT team will write about a workshop topic that (we hope!) will be both helpful and well as of interest to you. We hope you will join us each day, and share your thoughts and ideas as well.
Sharpen Your Workshop Routines : Setting up the Writer’s Notebook for a Year of Writing
The writer’s notebook is at the very heart of my sixth grade writing workshop, it is the gateway to all the work we will be doing from September to June. I can think of nothing more important, therefore, than to start our year by taking the time and effort to set up our Writer’s Notebooks for a year of writing. Here are five steps we take in Room 202:
1. Sharing my own writer’s notebook: A few weeks ago, Penny Kittle Tweeted out this quote by Mem Fox: “If we are so foolish as to dare to teach writing without ever writing ourselves, we are treading with arrogance on shaky ground.” I believe wholeheartedly in this idea – we cannot teach writing if we don’t write. And there is nothing so powerful as making this known to our kids on the very first day of writing workshop, our own writer’s notebooks in hand. If you haven’t kept a writer’s notebook, start NOW! None of your carefully planned mini lessons will count as much as this visible reminder to your kids that you, too, live a writer’s life.
I always bring along my current writer’s notebook, and I do so because I want my kids to see that it is a living, breathing writer’s notebook, not a pre made prop I haul in every year for a demonstration. Our kids are smart enough to spot inauthenticity right away, and this detail holds more currency than we might think. Not all my notebook entries and jottings are ones that I wish to share with my kids, so I tag a few with sticky notes and gallery walk through my notebook this way. I want my kids to see the variety of ways in which I write, and the many types of “jump starters” I use to inspire writing. I share incomplete entries and ones for which I have left blank pages – I want them to know that returning to entries to add and extend ideas is a natural part of writing. And I also share messy pages in which I have scribbled here and there, with arrows and marginalia added in different ink at different times when I’ve returned to my notebook to re-read – that’s part of the writing life, too.
2. Clarifying the notebook’s structure and purpose: After “trying out” a variety of reading and writing notebook structures and combinations, I settled for separating my workshop notebooking into two: my students have two composition notebooks: a reading journal and a writer’s notebook . All my sixth graders have kept writer’s notebooks since first or second grade, so they expect to decorate them with photographs, ticket stubs, quotes, and stickers sometime during the first week of school. I collect these on the first Monday after the first school weekend, enough time to find all the “stuff” to personalize notebooks, and then laminate these with clear packing tape (after all these years of practice, I can get 50 notebooks done in just under an hour!) But, far more important than the notebook’s “look” is clarifying its structure and purpose. However you wish to set up the notebook, it is important to figure it out ahead of time and stick to the same structure all year. In 202, we use the front of our notebooks for writing:
and keep our minilessons in the back:
On average, each student will need two notebooks over the course of the school year. Our very first mini lesson focuses on the purpose of the writer’s notebook: *a place to plant the seeds for future writing *a place to jot down ideas, observations, thoughts, and concerns so that you do not lose them *a place to experiment with new ways of expressing yourself through writing We also paste in this reminder from Ralph Fletcher’s A Writer’s Notebook: Unlocking the Writer Within You:
Use your notebook to breathe in the world around you. You can write about: 1) What amazes/surprises/anger you 2) What you wonder about 3) What you notice 4) “Seed Ideas” or “Triggers” to generate stories or poems 5) Small details that intrigue you 6) Snatches of talk you overhear 7) Memories 8) Lists 9) Photos, articles, ticket stubs or other artifacts 10) Your own sketches, drawings or doodles 11) Quotes or inspiring passages from books or poems
All of this is to remind students that the purpose of the writer’s notebook is just that…to practice and grow the craft of writing. I make a point of checking notebooks quite often in the early weeks of school to make sure that they are not also being used to take notes for music or health class, I also make a point of sharing the way I respect my own notebook as a place for just writing – not making grocery or to-do lists.
3. Planting “writing seeds”: In the first two or three weeks of the school year, we spend time creating idea banks for our writing lives. Each workshop begins with an introduction of the idea, a visual so that my kids get a gist of what it entails, and time to create the initial lists/topics that can be added to as the year progresses. Here are some of our favorites (please note, I’ve borrowed ideas from so many fabulous teachers over the years – from Georgia Heard to Linda Rief – to so many creative teachers who blog about their ideas or share them on Pinterest. I owe them all!):
- a heart map of all that one holds near and dear (Georgia Heard’s idea)
- a map of a favorite room, neighborhood, or house
- a memory hand – tracing the outline of one or both hands and jotting ideas they inspire (things we’ve made, hands we’ve held, etc.)
- likes and dislikes lists
- best moments and worst moments lists
- positive and negative life graph (Linda Rief)
- a timeline of big and small moments
- a list of “fierce wonderings” (Ralph Fletcher)
- a collage of photographs for “moments frozen in time” entries
Planting these writing seeds in these early writer’s notebook pages gives my students plenty of ideas to draw from all year long.
4. Practicing quickwrites: We are blessed to have an enormous reservoir of gifted writers and poets who have crafted exquisite mentor texts for writing workshop across the grade levels. I begin the year with many quickwrites based on these mentor texts both to expose my kids to fine writing techniques as well as to practice their writing craft. I learned of quickwrites through Linda Rief’s Seeking Diversity, and 100 Quickwrites, here’s how she explains the process in her most recent book Read, Write, Teach:
Quickwrite, to me, means to write fast for a short amount of time,less than three minutes. It is writing to find writing, not planning or thinking through the writing before the words hit the paper. It is writing for the surprise of not knowing you were going to write what you wrote. But it is having something to see, hear, and hold on to (borrow a line and write from that line) as you try to find ideas for your own writing.
I use picture books, poetry, passages from YA books, and ideas directly from 100 Quickwrites for these writing exercises, and I encourage my kids to return and extend these quickwrites all year long. Sometimes, they contain the seed ideas for memoirs , narratives, and other types of genre studies. Whenever a student feels that an entry is private, they fold the page over and label it as such. Whenever a student feels that they have begun an entry that they know for certain they want to return to and extend, they place a sticky note on it. I find that it is meaningful to build intentionality into keeping of a writer’s notebook – I want my kids to feel, right from the beginning, that their writer’s notebook is an essential part of their workshop tool kit.
We share our writing and our thinking about writing from the very first day of workshop – we begin building that expectation for our writing community right away. I try to make sure we have enough time to gather in a writing circle at the meeting area and share for the last 8 to 10 minutes of our workshop time. There is something quite wonderful about facing each other in a circle of acceptance and anticipation, listening to each other carefully, complimenting and encouraging our efforts, and jotting down new ideas inspired by what we’ve heard. I always bring my notebook along, too, and do the same – it sends a powerful message that writers are always learning from each other…even old lady teacher writers! By the third week of writing workshop, I begin to see the value of investing focused time and planning into the launch of the writer’s notebook. When we meet at the easel for our mini lessons, they know exactly where and how to take notes for later reference. And when we move into mentor text work, or quickwrites, or free writes, they know exactly where and how this fits into our workshop life. Best of all, my kids regard their notebooks with the same sense of purpose and reverence as I do. They “get” the quote I’ve had them paste on the very first page of their notebook: “A writer’s notebook is like a ditch, an empty space you dig in your busy life, a space that will fill up with all sorts of fascinating creatures. If you dig it, they will come. You’ll be amazed at what you catch there.” -Ralph Fletcher
Twitter Chat: We’ll wrap-up our week of blog posts with a Twitter Chat on Monday, August 11th at 8:30 p.m. EDT. This will be an opportunity to talk about procedures that have worked in the past and new ones to start before the school year begins. We will use the hashtag #TWTBlog.