Writer's Workshop at Home: Get Set!
For this section of the writer’s workshop you will need the first
composition book and a second one with 6 self adhesive tabs. You will
need to label the tabs as: Nouns, Adjectives, Verbs, Adverbs, Thesaurus
and Grammar. you will also need one copy of the table of contents page
discussed in the first article.
Table of Contents form: http://www.mediafire.com/?wme55dmzqom
The placement of the tabs, though easy, will take some time. The first tab should go on the first page. This is NOUNS. You will then count 26 pages (count both front and back–so 13 sheets of paper) Labeling each side with a letter of the alphabet at this time would be helpful. You will then place the second tab, ADJECTIVES, on the following page and again, labeling them with the alphabet, count off 26 pages. If you are interested, stagger the tabs so that it will be easy to see at a glance. Do the same for both VERBS and ADVERBS.
The next tab is the THESAURUS tab. For this one you will count of 26 pages as well, however this time you will count both front and back as a whole. Label each front page with a letter of the alphabet. The final tab, GRAMMAR, will be placed on the page following Z’s page of the Thesaurus section. There is no need to count the remaining pages. You now have an option of gluing one of the Table of contents on the grammar tab page. It’s not necessary, but for easy searching through I highly recommend it.
Now what??
We will start with a mini-lessons that will teach your kids what to do with each of the first 4 sections of the second notebook.
Create a story that is bland. Something along the lines of:
Table of Contents form: http://www.mediafire.com/?wme55dmzqom
The placement of the tabs, though easy, will take some time. The first tab should go on the first page. This is NOUNS. You will then count 26 pages (count both front and back–so 13 sheets of paper) Labeling each side with a letter of the alphabet at this time would be helpful. You will then place the second tab, ADJECTIVES, on the following page and again, labeling them with the alphabet, count off 26 pages. If you are interested, stagger the tabs so that it will be easy to see at a glance. Do the same for both VERBS and ADVERBS.
The next tab is the THESAURUS tab. For this one you will count of 26 pages as well, however this time you will count both front and back as a whole. Label each front page with a letter of the alphabet. The final tab, GRAMMAR, will be placed on the page following Z’s page of the Thesaurus section. There is no need to count the remaining pages. You now have an option of gluing one of the Table of contents on the grammar tab page. It’s not necessary, but for easy searching through I highly recommend it.
Now what??
We will start with a mini-lessons that will teach your kids what to do with each of the first 4 sections of the second notebook.
Create a story that is bland. Something along the lines of:
The girl went to the store. She got an apple. she went to the park.
She ate the apple. She went home.
She ate the apple. She went home.
Explain that while this does tell exactly what the girl did, it is
very “DRY” and has nothing you can really see in your mind. Discuss why
this is so bland. (The choices made in the wording).
Now tell the story again using a more graphic description:
Now tell the story again using a more graphic description:
The young blond haired maiden excitedly dashed down the busy street. She
burst through a door and into the produce store on a mission. After a
long search, she held up her treasure. It was a robust red skinned
perfect specimen of a red delicious apple. After paying for her
delicious snack she took her treat to the corner where she entered into
the town’s local hang out for youth, The local park. Sitting in the lush
green grass beneath an oak tree, she took a bite. The apple dripped
with sweet juice that ran down her fingers. She then devoured her snack.
After lingering a few moments longer and enjoying the sun, she realized
it was time to go home. She lazily meandered home enjoying the warm
sunshine.
At this point you are going to ask them what is the main difference
between the two stories. Point out that they both explained what she
did. They were both short and about the exact same thing, but what sets
them apart? Discuss wording. Talk about the nouns, adjectives, verbs and
adverbs. Now introduce your second notebook.
For the next part you are going to need a few random books out of your personal library. ANY book or two will suffice. Have your kids look through each book page by page and find some interesting words. Not every day words like “went” or “girl,” but those really creative ones like “dashed” and “maiden.” Have your kids decide what part of speech they are and put them in the proper section of their notebook. They can then use this notebook as a reference book for future writings.
Thesaurus
The thesaurus section is also a reference section. To teach them how to use it is another mini-lesson and takes looking at their previous writing efforts. Have them look at their writing and decide what is a word that they use that is NOT very creative. Let’s say they use the word “give” in it’s various forms quite often. Have them write the word on the “G” page in the thesaurus section. Now have them look up in the Thesaurus the word “give.” Have them pick a few of the words listed as synonyms and write them on the next line under “give.” You can also have them write a few antonyms at the same time. So it will look something like this:
For the next part you are going to need a few random books out of your personal library. ANY book or two will suffice. Have your kids look through each book page by page and find some interesting words. Not every day words like “went” or “girl,” but those really creative ones like “dashed” and “maiden.” Have your kids decide what part of speech they are and put them in the proper section of their notebook. They can then use this notebook as a reference book for future writings.
Thesaurus
The thesaurus section is also a reference section. To teach them how to use it is another mini-lesson and takes looking at their previous writing efforts. Have them look at their writing and decide what is a word that they use that is NOT very creative. Let’s say they use the word “give” in it’s various forms quite often. Have them write the word on the “G” page in the thesaurus section. Now have them look up in the Thesaurus the word “give.” Have them pick a few of the words listed as synonyms and write them on the next line under “give.” You can also have them write a few antonyms at the same time. So it will look something like this:
GIVE:
syn: bestow, hand over, dispense, produce, allocate
ant: refuse, withhold, retain
syn: bestow, hand over, dispense, produce, allocate
ant: refuse, withhold, retain
So what is the point of having this book when you can easily look it
up in the thesaurus? Well basically, it gets them used to using a
variety of words. this section is only for words that they are
constantly using. Look, Give, Had, walk, run, These are bland words that
many early writers find bog down their efforts. So if you show them how
to do this, and provide a place for them to record entries of their
routine look ups, it will help them to be more agreeable to look up the
harder ones.
Use the thesaurus to teach them how to make better word choices and how to use a more descriptive language by replacing tired words with new ones that will give their writing a new life.
Grammar Rules
The Grammar Rules tab is last on purpose. This should be the last section that you introduce to your child. And you should use this sparingly. The purpose of this section is to help your child go over grammar rules that they need. For instance if your 7 year old is constantly forgetting to put a capital at the beginning of a sentence–take a moment to give a mini-lesson on that. If your 13 year old is adding dialog but is forgetting the correct placement of punctuation when dealing with quote, take a moment to instruct on this. This tab is NOT intended for a full grammar course. It is intended to be a resource for your child to assist them over their own stumbling blocks. I imagine each of your children’s sections will be different. Here are some ideas that you can use this section for:
Use the thesaurus to teach them how to make better word choices and how to use a more descriptive language by replacing tired words with new ones that will give their writing a new life.
Grammar Rules
The Grammar Rules tab is last on purpose. This should be the last section that you introduce to your child. And you should use this sparingly. The purpose of this section is to help your child go over grammar rules that they need. For instance if your 7 year old is constantly forgetting to put a capital at the beginning of a sentence–take a moment to give a mini-lesson on that. If your 13 year old is adding dialog but is forgetting the correct placement of punctuation when dealing with quote, take a moment to instruct on this. This tab is NOT intended for a full grammar course. It is intended to be a resource for your child to assist them over their own stumbling blocks. I imagine each of your children’s sections will be different. Here are some ideas that you can use this section for:
* Use appropriate spacing
* Spelling phonetically
* Spell “High Frequency” words correctly
* Spell using analogies
* Capitalize I, names
* Capitalize beginnings of sentences
* Ending punctuation marks
* Quotation marks
* Commas
* Use of “and”
* Using appropriate grammar
* Using paragraphs
* Recognizing and correcting run-on sentences
* Spelling phonetically
* Spell “High Frequency” words correctly
* Spell using analogies
* Capitalize I, names
* Capitalize beginnings of sentences
* Ending punctuation marks
* Quotation marks
* Commas
* Use of “and”
* Using appropriate grammar
* Using paragraphs
* Recognizing and correcting run-on sentences
Further mini-lessons for first notebook
Here are some more mini-lessons that you can use for working with the first notebook. Keep in mind that these are examples of what you want your child to be working on.
Front:
Developing a plan for writing. This is for after they have their topic. once they have that teach them how to decide what they are going to cover. For instance sports, narrowed down to football. Are they going to write about the rules, specific teams, their likes/dislikes, etc. In what order are they going to write it in? A plan is essential for a well thought out essay. This can also include any research that they intend to do. This is more of a thought process written on paper.
Outline. This is much like a writing plan however this gives only a few words for every line of the outline. Each line of the outline is either a paragraph or sentence of the essay.
Graphic Organizers: Though this can be printed out on paper via the computer and internet, having your child draw/create one in their notebook will give them the ability to create this tool no matter their location or ability to connect to the web. This is essential for those that use this method and that are required by their state to take the annual tests.
Genre studies: These you would give a run down of rules/expectations of the form of writing. For example if you want your child to write a persuasive paper on why he thinks you should give him a cell phone–explain what a persuasive paper is, then have them write some tips on writing a persuasive argument: Point of view, reference, NO BEGGING. etc. You can even find an example of a persuasive paper on the internet and have them glue in a paragraph or two so that they get the tone of voice they are trying to strive for.
Some genre’s that could be covered are: Poetry, Informational reports, letters, autobiographies, biographies, picture books, persuasive, and how-to books. Obviously this is just a small portion of what you could cover. The sky is the limit!
Back:
Great beginnings Here you will want to give examples of a well crafted beginning. One that will grab the reader and drag them in. And then have them try it out and keep a copy in their notebook.
Wow endings Again, show examples and have them try their hand at it. Is the story finished or are they leaving it open for a sequel? Does it make the reader want to sigh over a job well done or waiting impatiently for the next installment? Or does it flop and leave the reader wanting==just wanting? Wow endings can really make or break your story. I've read books that have really drawn me in at the beginning, have had me hanging on until the last few pages. And then it's like the writer didn't know how to end it and so they just did. And it was a big flop. I normally go back and re-read it to see if I missed something. It's always disappointing when a great book has a tired and boring ending. Go for the WOW!
Tie up loose ends this irks me as a reader when the story is over--and you know it's over, but you still have so many questions. What happened with Jane doe? How did Sally get out of her jam? Did Eric figure out how to do that thing? Tie up your ends make sure if you brought about a stumbling block--it is well and truly hurdled and not just "Jumped over" FOR EVERYONE! If you talked about it in the story and you can't resolve it right away--make a note and resolve it later, don't forget it!
One moment in time This is a fun one. Teach them to take one moment of their day and describe it. Every part of it. How things looked, how things smelled, what could they hear. Just that one moment. You can use a photograph to help them focus on just that one moment.
Finding your voice. This is an essential lesson that they must learn. Everyone has their own way of writing. Some are very formal, some are very laid back, still others have a tendency to be very funny when they write. Everyone has a writing personality. And as your children progress, it will become more obvious. Have your child write in various “voices” and see which one they enjoy. Make this a fun lesson. Taking this lesson over several days would be a good idea.
Now you are SET to take off on your child’s writing adventure. Remember that there is no specific set number of mini-lessons that you need to cover. Add as few or as many as your child needs. AND each of your children may even need completely different lessons. This is normal and to be expected.
Here are some more mini-lessons that you can use for working with the first notebook. Keep in mind that these are examples of what you want your child to be working on.
Front:
Developing a plan for writing. This is for after they have their topic. once they have that teach them how to decide what they are going to cover. For instance sports, narrowed down to football. Are they going to write about the rules, specific teams, their likes/dislikes, etc. In what order are they going to write it in? A plan is essential for a well thought out essay. This can also include any research that they intend to do. This is more of a thought process written on paper.
Outline. This is much like a writing plan however this gives only a few words for every line of the outline. Each line of the outline is either a paragraph or sentence of the essay.
Graphic Organizers: Though this can be printed out on paper via the computer and internet, having your child draw/create one in their notebook will give them the ability to create this tool no matter their location or ability to connect to the web. This is essential for those that use this method and that are required by their state to take the annual tests.
Genre studies: These you would give a run down of rules/expectations of the form of writing. For example if you want your child to write a persuasive paper on why he thinks you should give him a cell phone–explain what a persuasive paper is, then have them write some tips on writing a persuasive argument: Point of view, reference, NO BEGGING. etc. You can even find an example of a persuasive paper on the internet and have them glue in a paragraph or two so that they get the tone of voice they are trying to strive for.
Some genre’s that could be covered are: Poetry, Informational reports, letters, autobiographies, biographies, picture books, persuasive, and how-to books. Obviously this is just a small portion of what you could cover. The sky is the limit!
Back:
Great beginnings Here you will want to give examples of a well crafted beginning. One that will grab the reader and drag them in. And then have them try it out and keep a copy in their notebook.
Wow endings Again, show examples and have them try their hand at it. Is the story finished or are they leaving it open for a sequel? Does it make the reader want to sigh over a job well done or waiting impatiently for the next installment? Or does it flop and leave the reader wanting==just wanting? Wow endings can really make or break your story. I've read books that have really drawn me in at the beginning, have had me hanging on until the last few pages. And then it's like the writer didn't know how to end it and so they just did. And it was a big flop. I normally go back and re-read it to see if I missed something. It's always disappointing when a great book has a tired and boring ending. Go for the WOW!
Tie up loose ends this irks me as a reader when the story is over--and you know it's over, but you still have so many questions. What happened with Jane doe? How did Sally get out of her jam? Did Eric figure out how to do that thing? Tie up your ends make sure if you brought about a stumbling block--it is well and truly hurdled and not just "Jumped over" FOR EVERYONE! If you talked about it in the story and you can't resolve it right away--make a note and resolve it later, don't forget it!
One moment in time This is a fun one. Teach them to take one moment of their day and describe it. Every part of it. How things looked, how things smelled, what could they hear. Just that one moment. You can use a photograph to help them focus on just that one moment.
Finding your voice. This is an essential lesson that they must learn. Everyone has their own way of writing. Some are very formal, some are very laid back, still others have a tendency to be very funny when they write. Everyone has a writing personality. And as your children progress, it will become more obvious. Have your child write in various “voices” and see which one they enjoy. Make this a fun lesson. Taking this lesson over several days would be a good idea.
Now you are SET to take off on your child’s writing adventure. Remember that there is no specific set number of mini-lessons that you need to cover. Add as few or as many as your child needs. AND each of your children may even need completely different lessons. This is normal and to be expected.
