In what ways will implementing a Writer's Workshop method in my kindergarten classroom impact independence with their writing development?

Lauren Kessler


Seminar Title


In what ways will implementing a Writer's Workshop method in my kindergarten classroom impact independence with their writing development?


Concept/Strategy

Focus of the Research


Independence


Grade Level

Research Was Applied


Kindergarten


Relevant Grade Level

Connections


Elementary


Discipline

Where Research Was Applied


Writing


Additional Discipline Areas

I see Application to


Writing


Invitation/Commercial


If I had a nickel for every time a student came up to me to say, “I’m done!” long before they should, I would be a very rich teacher. If you too find yourself hearing your students say these words right after sending them to work on a writing assignment, you will want to learn more about how you can make changes to your writing time to promote confident and independent writers. My research on Writer’s Workshop and how it impacts independence in the classroom will find you rethinking how to introduce writing to your young students. Even if your students are not first year writers I believe you will find new insight and ideas of how to best meet your students needs, structuring your writing time, and provide choice during writing. If you would like to see your students getting excited for writing and becoming confident writers who will write for longer lengths of time, this is the session for you!


Abstract


I was led to research writing in a kindergarten classroom when I saw a strong need to strengthen my own understanding of how to teach writing to young students. I wanted to find out what would drive my students to become confident and independent writers. After researching I found that motivation drives independence. I also discovered the way writing is structured in the classroom, impacts independence. When researching the Writer’s Workshop method to teaching I found clear connections between motivated writers and independent writers. The Writer’s Workshop method also connects reading and writing in the classroom, making these connection for students was strongly supported in the research I reviewed. When implementing the Writer’s Workshop method in my kindergarten classroom I found the structure of a mini-lesson, independent writing time, conferencing, and taking time to share or publish my students writing were all very important components to teaching and guiding students to becoming independent. The mini-lesson allowed me to slowly introduce procedures for writing and teach important skills so my students could apply them during their independent writing time. The independent writing time allowed my students time to put writing into practice, giving me the freedom to conference with student one-on-one, so I could best meet their individual needs. I found that allowing my student time to share with the class and publish their work motivated them to write more and write quality work they were proud of. In order to measure my students motivation and independence with writing, I used three different data collections tools. I used a stamina graph to chart my students ability to write for longer lengths of time without needing my help. I used a student interest survey to ask my students questions and gauge their confidence and independence with writing. Lastly, I collected student work samples to see how their quality of work changed over the time I implementing the writer’s workshop method. I use to do a lot of writing that was prompted and allowed little choice for my students. My research and implementation of Writer’s Workshop has helped me give up controlling what my students write about and instead give them the freedom to pick what they want to write about. It has helped me frame writing as a story, communicating to my students that we all have stories to tell. My data showed me that my students started to see themselves as writers and were confident enough to work independently for longer lengths of time. Most of my students were motivated to write and showed enjoyment during independent writing. When I look ahead I would like to research more on leading guided writing during my students independent writing time. I loved conferencing with my students one-on-one, but feel I could reach more of my students if I lead guided writing groups. I hope to seek more information on how I can form and organize these groups in my classroom.