Balance in Workshop

As a district, we went all in six years ago with Reader’s and Writer’s Workshop. Best thing we did. That said – and it’s difficult to admit – we somewhat neglected the grammar/conventions work in LA. Fast forward and their are major gaps. This year we are spending time thoughtfully integrating this best and necessary, no-brainer practice back into our curriculum. Don’t get me wrong – grammar and conventions were taught but we were not as effective giving the time to student practice and assessment/accountability. As you know, time is of the essence when teaching and learning to keep minilessons mini, conferring, independent work, peer work, choice – all terrific – but when we as teachers are learning something new, other important instruction and curricular necessities can fall by the wayside. Cough Cough.

We are back on track and using Jeff Anderson’s Patterns of Power (AWESOME!) and Words their Way. We are contemplating purchasing Fountas and Pinnell’s Word Study. Does anyone use anything K-4, 5-8 that they love? I would really appreciate any feedback on approaches and wisdom on how to prioritize and fitting in what’s important with limited time. Thank you!


6 thoughts on “Balance in Workshop

  1. I’ve long struggled with the question of whether to teach grammar and conventions separately. Students seem interested, but they do not necessarily integrate the skills into their writing. I settled on a highly concentrated series of mini-lessons at the beginning of the year, and I composed all materials and compiled everything into a slim handbook. Students and I reinforced the concepts throughout the year. It worked well. The bad news: It was for grades 6 and 7.


  2. It’s such a struggle to fit everything in, assess what you need to teach and who you need to teach whatever it is, along with coordinating e earthing else in the literacy block. It’s always a work in progress.

    Liked by 1 person

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