Launching the Writing Workshop

by Lucy Calkins, Leah Mermelstein

Launching The Writing Workshop ; 9780325005331 ; 0325005338

Genres: Education, Writing, Teaching, Nonfiction

120 pages, Paperback

First published January 1, 2003

Reviews

[Amanda]

I know this is considered blasphemy in certain circles, but I’m just not the biggest fan of the Units of Study. It certainly was helpful to read every word of this guide, but I would’ve NEVER had the time to do that if it wasn’t for social distancing and having to fill the time in my days of remote teaching. It’s just so dang wordy. An alternative, more concise version would be much appreciated. That being said, I have now had the time to make notes that will help improve my use of this program for the coming school year.

[Natalie Mayur]

This book paints a clear picture of how writer’s workshop should begin in September for kindergarten and first grade students. Lucy Calkins and Leah Mermelstein lay out the process for teaching young students writing with this step-by-step text. The text is easy to read, and various sections throughout the book refers to teaching the mini-lesson, conferencing with students individually, and assessing students on the skill you have been practicing, along with other great tips. No task is too small for these authors who are obviously very knowledgeable with teaching writing to young students. I love how they even provide a mini-lesson towards teaching students how to use and gather supplies (paper, pens, markers) correctly during writer’s workshop time. (Those who teach kindergarten and first grade know how vital this can be!)

I personally look forward to using this book at the beginning of the school year to kick-off writer’s workshop with my kindergarten students. Although I plan to use each mini-lesson provided, I especially enjoyed reading the mini-lesson titled “Carrying On Independently as Writers” where the teacher shares with students what they can do when they think they are done with their writing. She is very explicit and repeats the points that you may add to your pictures, add to your words, or start a new piece. In this way, these ideas stick with the students and make a lasting impression on them so that they may remember this process in the future. She also models doing these steps with her own writing, adding a few details to her picture and words, and then independently getting a new sheet of paper to begin a different writing piece, just like the students would. By modeling each step, students will know exactly what to do!

This book also shares how to introduce adding words to students’ writing pieces once they have some basic understanding of the importance of pictures and how they convey a message or story. In the mini-lesson “Using Both Pictures and Words, Like Famous Authors” the teacher shares two storybooks with the students, Corduroy by Don Freeman and a Donald Crews book containing labels. I thought these examples were great ways to show students that they are authors too and that they may label words and/or write sentences to add to their pictures. This idea continues over the next several sessions where the teacher builds off of this idea and helps students to use alphabet charts to find the letters they need when writing and also stretching out words and writing the letters they hear, along with other relatable mini-lessons as these.


I also appreciate all of the student samples that are displayed throughout the book with descriptions sharing what is evident about the pieces and the students’ thinking towards writing. Also, the authors make it clear to the reader that the “sessions” may last a few days for your students, and that this is okay in order to provide extra support without rushing on to the next “day” within the text like most teacher resources do. Lastly, you will find the authors have written notes in italics on a lot of the pages in order to inform the reader why the teacher chooses to teach the mini-lessons and other valuable ideas in the manner she does. Although this book is geared for the beginning days of writer’s workshop, I think you could build off of these mini-lessons in order to know what to do next with your students. The authors do share that future mini-lessons may come to mind once conferencing begins with students and you have a better idea on how you can support your students with their writing after launching writer’s workshop.

I believe once you read and implement ideas from this book into your own classroom, you will help students to become excited young authors who can’t wait for writing time! I can’t wait to use this book in September!

[Megan Norris]

This book is probably the most helpful resource I have ever used in writing. Lucy Calkins clearly lays out each session and gives recommendations on how long you should cover each session. Lucy Calkins writes word for word what to say to your children during each session of writing workshop and provides examples to help your students by using their own work. I have seen a lot of progress in the writings of the first graders in my class. The children have been able to apply Lucy's sessions to their pieces during writing workshop as well as during other subjects. I definitely recommend this book especially for first time teachers.

[Nicole]

This book has tons of great information, mini lessons and advice. It was definitely a great refresher read, since it has been awhile since I taught a writing workshop, but it also was uplifting and got me excited to teach writing!!

[Leticia Hernandez]

This book has day by day lessons for writing workshop, which include mini lessons. The book has ideas for anchor charts and tells one step by step what to do. It is easy to read and very helpful.