Reading and Writing Workshop

Like Sarah, I noticed that I put a lot of "I already do this" or "I need to always do this" in the margins of this article. I loved the reminder to all of us that reading and writing workshop needs to happen in a large block of protected time. It is not always possible for this to happen, but it is crucial. Children have to have time to practice what we have modeled in class, and this needs to happen in the same block, not hours later. I appreciate that our principal feels very strongly about this matter. Another component of the article that really spoke to me was the part about sharing. I have made this a must in my classroom. I feel this is easily accomplished during writing instruction. There is no better way to make a child feel worthwhile. I love to walk around the room with my "I LOVE YOUR WRITING" clipboard and catch students in the act of awesome writing. Sometimes I take a picture to put on the Smartboard, sometimes I let the student share their thinking on the document camera, and sometimes I just let them chart a great idea, hook, or strategy they used during writing. I also like the point made about having routines in reading and writing worksop. This is so powerful. Routines are so improtant. I have a special signal in my classroom to let students know that reading or writing workshop has begun. When the lighted Palmetto tree comes on,it's time to read. When the light goes off...it's time to come to the floor to share. To signal writing workshop the Flamingo light comes on and all students come to the floor for a mini- lesson. I also think it is valuable to have a special signal, sign, or reminder that I am having individual conferences with students. I have found it helpful to keep a visible reminder sign that states that conferences are being conducted.
I feel these routines in my classroom have given my students predictable structures to learn in.