Kindergarten Spring — Lowercase Letter Formation, Sentence Frames, and the First Independent Writing
Lesson 9 40 min eng.gK.s.lesson_09.writers_workshop_launch

Writers' Workshop launches — 'You are an author every day'

Skills targeted
Objectives
  • Students participate in the workshop routine: minilesson → independent writing → share.
  • Students initiate writing on a self-chosen topic during independent time.
Vocabulary
workshopminilessonauthor's chairtopicindependent

Lesson plan

Warm-up

5 min

Inspirational mentor-author video — Mo Willems or Jacqueline Woodson talking about being an author.

Teacher moves
  • Project video
  • Discuss: 'They are authors. So are you.'
Media
M-K-S-WR-09-B Video Physical / non-image

90-second video compilation: Mo Willems sharing a sketch process from his studio; Jacqueline Woodson reading a one-page excerpt of her own kindergarten writing (or describing how she became an author). Captioned. Used as the unit-launch inspiration.

Direct instruction

7 min

From today on, every day we have WRITERS' WORKSHOP — 30 minutes when YOU are the author. Here's the routine: (1) MINILESSON — I teach you one thing for 5-7 minutes. (2) INDEPENDENT WRITING — you write for 20 minutes about anything you choose. (3) SHARE — three of you share from the author's chair. Today's minilesson is the workshop itself.

Key examples
  • You don't ask me 'what should I write about?' — you decide.
    model You choose your topic. You write or draw or both.
    prompt What is independent writing time?
  • Real authors get stuck. They look around for inspiration.
    model Look around the room: books, pictures, the word wall. Write what you see, what you wonder, what you remember.
    prompt What if I get stuck?
Checks for understanding
  • What are the three parts of workshop?
  • What do you do during independent time?
  • Who decides your topic?
Media
M-K-S-WR-09-A Chart Physical / non-image

Anchor chart 'Writers' Workshop — Our Routine'. Three boxes left-to-right: (1) MINILESSON 5-7 min — icon of teacher at easel; (2) INDEPENDENT WRITING 20 min — icon of child at table with pencil; (3) SHARE 3-5 min — icon of author's chair with child sitting in it. Each box has a 'tip': minilesson = 'one new thing'; independent = 'you decide'; share = 'be a brave author'.

Guided practice

20 min
Tasks
  • Independent writing — 20 minutes. Choose paper type, choose topic.
    scaffold Topic-idea bin available if stuck; teacher circulates and confers.
  • Optional partner-share at minute 15.
    scaffold Sentence frame: 'I am writing about ___.'

Formative assessment

3 min
Exit ticket
  • Share from the author's chair: read your piece (or describe it).
  • Self-rate: 'I wrote/drew during the whole time' (yes/no)
scoring Engagement during writing time + share = mastery for routine; off-task = reteach routine.

Closure

Moves
  • Author's chair: 3 volunteers share
  • Class applauds
Media
M-K-S-WR-09-C Photograph
Photo of a classroom 'author's chair' setup: a special chair (decorated with stickers or a small banner reading 'AUTHOR'

Photo of a classroom 'author's chair' setup: a special chair (decorated with stickers or a small banner reading 'AUTHOR'), placed in front of a sit-spot rug. Title above: 'Today's Authors:' with three small photo slots for the day's sharers.

Homework

Tasks
  • No homework — workshop launches!

Exercises in this lesson

eng.gK.s.ex_15
Workshop: write a piece using invented spelling. Choose your own topic.
 independent workshop · diff 4

Differentiation

Scaffolds
  • Drawing-only acceptable
  • Pre-selected topic for stuck writers
  • Adult co-write at table 5
Extensions
  • Write a second piece if finished early
  • Read your piece to a partner
  • Add a Tier-2 word
English Learners
  • Bilingual topic bin
  • Pair with strong English peer
  • Honor home-language draft
Ieps 504s
  • AAC composition
  • Reduced time
  • Pre-built topic

Teacher notes

Workshop is the heart of the Spring writing curriculum. Routine is non-negotiable — children deserve predictability. Establish norms (whisper-voice during independent, hands-up to confer, return to seat after share) and re-teach every week if they slip. The conferring (1:1 teacher-child during independent time) is where the most learning happens; plan to confer with 5 children per session, covering every child every week.