"Establish a Predictable Workshop Environment" Calkins, Ch. 11

Writing workshops are a great way to get students engaged in the writing process. Scheduling your writer’s workshop time each week helps kids to plan and prepare for what they want to do next with their writing. On pg. 183, Calkins says, “I have finally realized that the most creative environments in our society are not the kaleidoscopic environments in which everything is always changing and complex. They are, instead, the predictable and consistent ones…”
Some components to a good writer’s workshop include: mini-lessons, work time (writing and conferencing), peer conferencing and/or response groups, share sessions, and publications celebrations. Mini-lessons may begin or end your workshop time and usually last about 10-15 minutes. They are informal meetings where students gather around the teacher (either in whole group or small, depending on the needs of your class for this individual mini-lesson topic). This is a time to focus on, share, or introduce a writing strategy that they will use often.
Work time is just that – it is the time that you give your students to focus on their writing pieces. You can use this time to conference with students about their writing. Peer conferences are usually short (5 minute), student-initiated conferences with a classmate about writing works in progress. Response groups, on the other hand, are small groups (4-5 members) that meet almost daily for about 20 minutes to see where students are in the writing process and what members of the group may need help with.
Share sessions are informal meetings with the whole class gathered around to share and support student works in progress. Usually 3-4 students will share their writings during this time in the author’s chair. Publication celebrations sometimes take place on Fridays, or can take place after a unit is completed (about every 6-8 weeks). These celebrations can include inviting parents or grandparents, sharing published works, or having students read their works on audiotape.
I don’t yet have a writer’s workshop set up in my classroom, but Calkins gets me excited to think of the possibilities and ideas for starting one next year. My biggest enemy in my classroom now is time. Trying to find a block of time that would even make it worthwhile to begin a writer’s workshop will be a challenge. Still, I think it will be worth it when I make it work!