I walked into Ms. H’s class. “Are you ready for writing?” I asked as kids buzzed around me. Some were packing their backpacks. Others were chatting.
“Not yet,” she said looked up at me with only the look a first grade teacher might have at 2:00 on a Friday afternoon. “Why don’t you take a few kids to continue working on their book reviews?” She began calling students’ names.
“Grab your writing folders and pencils,” I instructed the writers who would join me in my office-a room with plenty of space for students since it is the room also used for grade level meetings.
One of the Johns from yesterday’s group was coming back for another day of writing. “John, can you help everyone else find a spot for writing,” I said as we made our way across the hall.
The students settled right in, taking their book reviews from their folders and getting right to work.
“I don’t know what to write for my ‘wrap it up ending,'” John said.
“Why don’t you grab the chart your classroom,” I suggested.
I turned to R and remembered that Ms. H had mentioned something about spacing. I took a look at his writing and then grabbed a popsicle stick. I showed R how to use to to make spaces between his words.
The other John popped into the room looking for the book he had borrowed to review from the day before.
I turned my attention to S. She read her writing to me and announced that she needed a sparkly word. Across the hall she went to check out another chart in the classroom.
Meanwhile, John number one had returned with his ending chart. I listened as he thought aloud about all the ways he might spell the long a sound in the word paint. “AE? That doesn’t look right. What’s another way to make the “a” sound in the middle of a word?” he wondered aloud. I handed him a post-it and suggested he write down all the options he was thinking of so he could see if one looked right.
That’s about the time that A wondered into the room. She needed the “Wrap it up ending” chart, so she settled in next to John to work on her writing.
All the while, N was working through page after page of her brand new review of The Big Guy Took My Ball. “I like this line. I think I’ll write, ‘Another reason this book is great is because of the sentence ‘Then a big guy took the ball.'”
Then, John announced he had finished his book. This is a big accomplishment for John. We celebrated and then I told him he could go back to his classroom. I could see the hesitation on his face. “I think I still have some work to do,” he said as he flipped back to the first page of his book.
“Well, everyone has to wrap up soon,” I said. “It’s almost time for you to go to PE.”
“Can you take me again tomorrow?” S asked.
“Me too,” said N. “I can focus so well here because it’s quiet.”
I reminded them that tomorrow was Saturday, but told them there would always be space for them at my table.
After the students had left, I thought about how productive they had been and how they knew exactly which tools they needed to continue their work. Would that have happened back in the classroom? Was it just the novelty of the space? The smaller setting? It got me thinking about ways to create more opportunities like this-there was good energy. It felt exciting.
Where There Is Joy 
Good energy at 2 on a Friday afternoon is a great gift! Love the reflective questions you asked yourself. Way to rock this Friday afternoon vibe.
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I need a “sparkly” word reminds me of all the promise of the Workshop Model in allowing kids to find their own paths as writers. You are absolutely right though that so much depends on setting the right tone and having a collective interest in the assignment.
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What a perfect description of the ordered chaos that defines a good workshop! I love that you have a separate space and that you are considering the impact of the environment….
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The wondering at the end about environment is so exciting to me! It’s another example of how we can get out of our lanes and make learning more exciting and productive for kids. Of course, I love this more because I know those kids, you caught their personalities beautifully and made me smile!
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Love that you got to hear: “Can you take me again tomorrow?” S asked? “Me too,”
And all on a Friday!! small groups lead by a teacher who knows writing workshop is just what this slice shows that studnets need!! Thaks for sharing. Be sure to celebrate yourself this weekend. YOU are doing great things at work!!
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I love all the student talk in this slice. You can tell from the way you wrote it that they really led the session themselves — it truly is the writing teacher’s dream!
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This is written so I can feel the energy and productiveness of this time. I know this made you feel good. I miss having the schedule to allow me to do more of this. I’ve been thinking about ways to make more sacred time to see kids for instruction.
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Many of my students like the very quiet feeling just in the hallway. Away from eyes (and distractions) of their peers. I love how your writers knew the tools to use too.
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I love how your dialogue really told the story here. I felt like I good feel the tone of the productivity!
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It’s clear from your description that you enjoy your work and value the time you spend with young writers. There is a lot of coming and going which 6 and 7 year olds need lots of and you show them plenty of trust that they will manage themselves appropriately.
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I notice the back and forth across the hall and their confidence in the tools they have for writing. And I definitely agree that it’s nice to work in small quiet settings – no wonder the students want to hang out with you!
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How lovely to have so many engaged students all working at different stages. I think Year 1 is often one of the best years for creativity combined with effort.
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Good to zoom into our daily work. My favorite thing to do is write with kids.
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