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Building Writing Stamina in Your Writer’s Workshop | Graph Freebie

Grade Levels
3rd - 6th
Standards
Resource Type
Formats Included
  • PDF (7 pages)
  • Compatible with 
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Description

Hey teachers!

Writing Stamina is hard. In my opinion, building it up is one of the most vital parts of writing! Without it, you'll never get your writers to grow, you'll never have any peace and quiet for Writing Conferences and you're destined to be micro managing your writers all. year. long. Oh heckkkk no. So in order to build independent writers, I make sure we talk about our writing stamina A LOT.

First, I teach an entire lesson on it. If you're interested in what I do - you can snag that lesson and unit for 4th, 5th, and 6th grade. (Click on your grade level to go to the unit). I also use my Setting Up Writer's Workshop Anchor Charts to create an anchor chart that will be up for them to refer to all year long. Lastly, I like to bring some data in. I create an anchor chart where we can keep a line plot of our class' focused writing time. It allows us to quickly set a goal every day(ish) and then track it! This may seem silly, but without tracking their goals, writers tend to forget what they're goal is in Independent Writing. You may get a lot of fake or unengaged writers who just aren't feeling writing... and that's okay! Just shoot for what the majority of students are doing!

If you want to see more about how I use this resource, swing by my blog post! Thanks so much for stopping by. If you have any questions at all, please feel free to email me at AppleSlices4th@gmail.com!

Cheers!

Kelly Anne :)

Total Pages
7 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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