Christina Sauchak
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NOTE:
Click on the photos or move your cursor over them to see the captions!
This is the format I follow for my Writer's Workshop!
I have an interactive word wall in my classroom. The word cards are magnetic, so students may take words to their writing place and then return it to the wall.
I have an interactive word wall in my classroom. The word cards are magnetic, so students may take words to their writing place and then return it to the wall.
Each student has his/her own writing folder. This folder contains many resources such as a personal word wall, blend/digraph charts, transition word charts, copies of classroom anchor charts, and writing goal tracking sheets.
I introduce the concept of small moment stories using a watermelon analogy.
I introduce transition words using a traffic light analogy to help students conceptualize where to use words sequentially.
Each student has a writing goal to focus on. My goal wall is magnetic so that students may easily manipulate their goals as needed.
Each student has a writing goal to focus on. My goal wall is magnetic so that students may easily manipulate their goals as needed. These students are stopping to think about their goal before getting started on their writing!
At the beginning of the school year, I have my students complete a suitcase collage. These suitcase templates are filled with photos of students' families, friends, experiences, and favorite things--The things they always carry with them! We use these suitcases to help us generate topics for our writing.
At the beginning of the school year, I have my students complete a suitcase collage. These suitcase templates are filled with photos of students' families, friends, experiences, and favorite things--The things they always carry with them! We use these suitcases to help us generate topics for our writing.
Spaceman is an accommodation for students who are working to write legibly.
Every Writer's Workshop concludes with a share! Oftentimes, students read their writing at the podium, enhancing their confidence in their public speaking skills.
Every Writer's Workshop concludes with a share! Oftentimes, students read their writing at the podium, enhancing their confidence in their public speaking skills.
Every Writer's Workshop concludes with a share! Sometimes, this may involve students sharing their writing on the document camera.
Students check-in with their writing partners for a mid-workshop share! Partners give each other compliments and suggestions.
Students check-in with their writing partners for a mid-workshop share! Partners give each other compliments and suggestions.
Students check-in with their writing partners for a mid-workshop share! Partners give each other compliments and suggestions.
Red, yellow, and green cups are used to encourage students to problem solve. Rather than immediately jumping out of their seat, they are to place their cups on the corner of their desk and wait for assistance. If they do not need any help, their green cup sits on top. If they have a question, but it is not urgent, yellow goes on top. If they have a question that is keeping them from moving on with their work, then their red cup is to be on top. I scan the room and address red cups first, then yellow, and check in with everyone working with a green cup as well. The cups are great because they can be seen easily from my small group table!
Red, yellow, and green cups are used to encourage students to problem solve. Rather than immediately jumping out of their seat, they are to place their cups on the corner of their desk and wait for assistance. If they do not need any help, their green cup sits on top. If they have a question, but it is not urgent, yellow goes on top. If they have a question that is keeping them from moving on with their work, then their red cup is to be on top. I scan the room and address red cups first, then yellow, and check in with everyone working with a green cup as well. The cups are great because they can be seen easily from my small group table!
Students check their writing for transition words, punctuation, etc. using highlighters.
Students check their writing for transition words, punctuation, etc. using highlighters.
Students plan stories using sticky notes, knowing that sometimes good authors need to change their minds/move ideas around!
Students meet with their writing partners for peer editing/revising.
Students use editing/revising checklists.
After revising/editing, students publish their best work!
At the end of every unit, we celebrate our writing with a gallery walk. Students' favorite stories are displayed, and students write compliments to one another.
At the end of every unit, we celebrate our writing with a gallery walk. Students' favorite stories are displayed, and students write compliments to one another.
To launch our "How-To" writing unit, I brushed my teeth in front of my students and had them tell me the steps I took. Then, we traded anchor charts with another class to make our directions more specific! When the other teacher tried to follow our original directions, the students learned that they were not specific enough!
Interactive How-To Writing: "How To Make a Snowflake!"
Brainstorming ideas for "How to Eat an Oreo!"
Interactive How-To Writing: "How to Eat an Oreo!"
Interactive How-To Writing: "How to Eat an Oreo!"
Interactive How-To Writing: "How to Eat an Oreo!"
Sharing our "How to Build a Snowman" stories around the fireplace!
Students worked together to identify author's craft in mentor texts and completed a See, Think, Wonder.
Students worked together to identify author's craft in mentor texts and completed a See, Think, Wonder.
Students worked together to identify author's craft in mentor texts and completed a See, Think, Wonder.
Students worked together to identify author's craft in the mentor text "Roller Coaster" and completed a See, Think, Wonder.
Students worked together to identify author's craft in the mentor text "The Rain Stomper" and completed a See, Think, Wonder.
I push my students to incorporate figurative language into their writing.
We threw away the word "said!" We know more precise verbs that we can use instead!
We threw away the word "said!" We know more precise verbs that we can use instead!
We threw away the word "said!" We know more precise verbs that we can use instead!
We threw away the word "said!" We know more precise verbs that we can use instead!
Students may use flexible seating options such as lap desks.
The "Think Puzzle Explore" Thinking Routine sets the stage for deeper inquiry. This is a sample from when we launched our informational writing unit. We thought about what we already know about the topic, what questions or puzzles we have, and brainstormed ways in which we can explore this topic. One student even suggested ANOTHER Thinking Routine!
Students read for information as they conducted research for their own informational books.
Students read for information as they conducted research for their own informational books.
Students read for information as they conducted research for their own informational books.
Additional handwriting practice is available for students.
Home
About Me
Meet Ms. Sauchak
Resume
Teaching Philosophy
First Year
Academic Instruction
>
Reader's Workshop
Writer's Workshop
Math Workshop
Science
Social Studies
Classroom Management & Setup
Cultures of Thinking
Formative Assessment
Parent Communication
Social Emotional Learning
Internship Year
Academic Instruction
>
Literacy
Math
Science
Social Studies
Classroom Management
Contact Me