Work on Writing and Writer's Workshop—What's the Difference?

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Writing has always been important to us. We are passionate about providing impeccable instruction and providing extended periods of time to practice and play with words. We also know there is a direct link between reading and writing. When we teach students to read like writers, suddenly favorite authors become mentors and we see their influence in many following pieces.

We are often asked about the differences and similarities between Work on Writing and writing workshop. Here are the thoughts that initially spring to mind. We hope this provides clarity and direction as you plan another year with the writers in your room.

Work on Writing

  • Structure: After a brief focus lesson, students opt into this choice during a Daily 5 round. Not all students are writing at the same time. Others are Reading to Self, Reading to Someone, Listening to Reading, and doing Word Work.
  • Behaviors: Students
    • choose a successful spot,
    • get started right away,
    • write the whole time,
    • stay in one spot, and
    • ignore distractions.
  • Conferring: Focused, intentional conferring takes place when students have opted into Work on Writing. Personalized goals and differentiated instruction contribute toward meaningful growth.
  • Choice: Students have complete choice over topic and form. They write lists, friendly letters, reports, poetry, songs, procedures, reviews, and so on.

Writing Workshop

  • Structure: The writing block begins with a brief focus lesson, followed by extended time when everyone writes. Sometimes the session is interrupted halfway for a mid-workshop teaching point. A focused share ends the writing workshop each day.
  • Behaviors: The expected behaviors are the same as during Daily 5, with the exception of Stay in one spot. Depending on the schedule, the writing block is 45 minutes in some classes, 90 minutes in others. It is a quiet, productive workshop atmosphere where writers may move to get supplies or confer with other writers.
  • Conferring: One-on-one conferences and small groups both take place during the workshop.
  • Choice: Although there is still a great deal of choice, it tends to be less wide open than Work on Writing.

Caveat: Our primary classes usually have a long enough literacy block that Daily 5 and a separate writing workshop can easily be accommodated. Our intermediate and secondary classes aren’t usually so fortunate. In those instances, we blend the two together. If there is time for three rounds, one of our focus lessons will be a reading lesson, one a writing focus, and the other something based on need. Students choose Read to Self, Work on Writing, and then any of the five choices for their third round (they get to do these in any order they want). If there is time for only two rounds, we will have a focus lesson on reading and a focus lesson on writing. Students participate in Read to Self and Work on Writing daily, but get to choose the order of each.

Our students know that the only way we get good at something is to practice, and practice a lot. So writing is a daily non-negotiable in our rooms. But it isn’t drudgery or a chore. It is a joyful and powerful time in which students learn to put themselves on a page.

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