first day · writing · writing workshop

Begin the writing workshop year by writing on “Day One”

When my son came home from his first day of middle school, I was full of anticipation: what did he learn? how did it go?  But all he would say was, “The teachers talked really fast and threw a bunch of papers at us…I think I need a nap.”  That first day of middle school does indeed go by in a blur: locker assignments and woes, figuring out how to get from one end of the building to another in four minutes of passing time, collecting forms and notices, and learning about classroom expectations and policies (a different one for each teacher). There is so much that needs to be done in that one day!  Adding to all these to-dos are the usual middle school worries about friends, your outfit, and who to sit with at lunch.  

For the past few years, our middle school has opened with a half day; and, with even less time to work with, I’ve had to pick and choose among those first day activities.  One that I set aside for day #2 was close to my heart – writing.  I justified the decision by telling myself that it would not matter so much because we had so little time, my kids would feel rushed, etc.  But, deep down, I felt guilty (and I really missed the experience).  Then, during last week’s #TWTBlog Twitter chat, Chris Lehman shared this:

Screen Shot 2015-08-13 at 9.31.12 AMTalk about guilt!  So, this year, I’m reaching back into habits of old and carving out time to write during that first day.  Here are some things I will keep in mind:

What I learned from my kids when we did write the first day:

It was so instructive to watch their faces as I explained what we were about to do – some looked eager, some nervous, some disgusted, and some just bored.  With a quick sweep of the classroom, I had an instant snapshot of the writers I would have as the year began.  Although there was so much still to learn about each and every one of them, I felt I had a tiny jump start; I could be better ready for day #2.

Because we wrote on the first day, every student had a notebook and was prepared to write on the second day – the expectations of writing and volunteering to share that writing were already in place.

Reading over the collected work gave me  insights into my new student writers, they were a quick sketch of some of the tasks we would face, from punctuation issues to language use and syntax. I was able to jot down some initial ideas about each writer, which felt like a jump start to more tailored and effective writing conferences as well.

Some how-to’s:

  • Some students may have their writer’s notebooks on hand, but most will not. Rather than beginning the year by making many students feel unprepared, simply hand out paper (cool stationary and a brand new pencil is always a nice touch ).
  • Keep the explanation brief and the invitation open ended: “Let’s start our writing year by writing! Here’s some cool paper and your very own Room 202 pencil. Let’s write!”  I want my kids to know that writing workshop is all about, to quote Lucy Calkins at this year’s summer institute: “Taking an ordinary moment of life and viewing it with significance.”  I want my kids to feel a sense of joy, purpose, and reverence for the act of looking through the moments of their lives or the shifting of their thoughts and finding significance in both.  To give them independence at the very start  signals the idea that writing workshop is about taking ownership. So, no prompts.
  • Write with them.  I bring my writer’s notebook to school every day, and make reference to it and read from it right from the beginning. I live a writer’s life, and sharing the habits of that model, I believe, is just as important as all the finely tuned and heavily researched mini lessons I will be trotting out during the year.  On that first day, they are watching me more closely than they possibly ever will, I need to show them that I practice what I preach.
  • Share aloud and invite students to do the same.  Even if there is only time for a line or two, the topic, or a particular stretch of dialogue, it’s so important for kids to know that we expect to read our work aloud, listen with respect, and offer constructive feedback.  All writers write for an audience, and our kids need to feel that their most powerful ally in the writing year ahead is the classroom community.
  • Set aside the time.  I have a feeling that I will be passing out some “Day 1” forms on “Day 2”, but I know that an intentional effort to make the time to write will be worth it.  The truth is, our kids are often stressed and bewildered on that first day, many of them appreciate a moment to just gather their thoughts…and quietly write.  
  • Resist the temptation to put these aside for the weekend, read and use these pieces to sketch notes about each writer before the next day of writing workshop.
  • Remember what I felt I’d missed out on when we didn’t write.  Here, again, I turn to Lucy Calkins: “Teaching writing is about listening with faith and anticipation…”.   I begin each writing workshop year brimming with faith and anticipation – faith that our mutual hard work will produce beautiful work, anticipation that my students will learn to live writer’s lives, too.

So, thanks Chris Lehman for that gentle reminder to begin the writing year by writing!  Please share your ideas for that first workshop day in the comments below.

17 thoughts on “Begin the writing workshop year by writing on “Day One”

  1. Wondering if you have a plan for the ‘don’t have anything to write’ kids, on first day, I think I am struggling between believing that writing can build relationships, and the idea that I don’t want anyone’s day 1 to be wrought with anxiety. . . My heart wants to go with it, write on day one, but have a nudge for the reluctant writers in my plan. . .


    1. I set aside a 10 to 12 minute time period for our day one writing, Amy, and I find that the shortened period actually takes away some of that anxiety. Additionally, we do a bit of brainstorming ahead of time about things we can write about, so that those “I’m stuck” kids have some scaffolding support. Lastly, my kids have the choice of sketching, too. I feel that this menu of choices leaves somewhere for each writer to go – and there is the fact that I am writing, too. This seems to work for us.


  2. Ugh- I want my 5th graders to write on day 1- I’m just wondering if I should do the on demand day 2 or my first mini lesson ? Thoughts? tips?


    1. My feeling is that this type of free writing is perfect for the first day, when excitement is high and the tone of workshop is set. I wait until the end of the first week for the on demand, because I feel I need my kids to settle into the routines of our workshop and our community first.


  3. Ooohhh! You are challenging me with this thinking! There’s a big part of me that’s screaming YES!!! But another part that’s thinking…start with relationships and build in content later. I hadn’t planned on writing on that first day…you changed my mind. There is such value in this. Thank you!!!! Tara, you always make me think! YES!!!


  4. I was guilty of skipping writing in the midst of all the administrative details that accompany the first year of 6th grade. We also went to a half day model a couple of years ago. I’m sending this post to my 6th grade colleagues. I’m thinking about having notebooks this year for our after school book club – a fun place to collect our thinking, golden lines, and lists of books we want to read! I’ll have to think about having them write at our first meeting.


  5. Love the idea of cool paper and pencils. I have been thinking about my first day with 5th graders. I am thinking I may have them write about their hopes and dreams for 5th grade. I learn so much about my kids from these first pieces of writing. I was sorry to miss the Twitter chat. I will have to go back and read the archives.


  6. The last two years as I returned to the classroom, I spent day 1 explaining the writing process we would go through as writers and while doing so, I modeled the process for the class by writing a tweet and having them do the same. We looked at tweets to immerse ourselves in the genre, we generated ideas for a tweet, we drafted one tweet, we revised it, we edited it. Then we shared them aloud. Because a tweet has to be short, in one class period we could go through the writing process on day one. However, after reading your post, I think I will move my tweet idea to day 2 and spend day 1 freely writing and watching. Writing is such an important subject -so glad we are spending time thinking so carefully about how to start WW !!


  7. Such great points, Tara! I love how Chris’ comment during the chat spurred your thinking. I feel like that is the beauty of this community and our Twitter PLNs…ideas exchanged and shared make our classrooms better. One of the things I learned from the Long Island Writing Project was about shared reading- reading a text to the group and then inviting everyone to write about whatever they want. The text could be anything- picture book, poem, excerpt of a book, news article- anything. If you are really stuck with what to write, it gives you a place to start. I always loved how the shared reading responses were so different- it really shows how we all enter into reading in different ways.


    1. Melissa, what are you going to have them write about from The Important Book. I found it read on Youtube and love it. I would have them write what is important about you?


      1. I use The Important Book at the end of social studies/science units. For example, after studying electricity unit, they write about it following the structure of the book. It works with a lot in the curriculum. Could be about a character in a book, theme, etc. Using a predictable structure lets them focus on vocabulary and word choice. 🙂


  8. Tara,
    I hated that I missed the chat and even more so that I missed such wisdom from Chris in the storified chat. Now I need to reread to see what else I missed!

    I talked with teachers earlier this summer about making a big deal about introducing writers workshop, notebooks, and even resources. I love your idea of providing some “cool paper” to write on! Now I worry that teachers may “skip writing” on day one . . . and each minute is so precious!



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