The document provides a rubric for evaluating the implementation of a writing workshop. It outlines goals and benchmarks for preparing materials, managing the classroom, grouping students, delivering lessons, and teaching strategies. The rubric has levels ranging from "tasks not started" to "gold standard" to assess progress towards fully implementing each component of the workshop with fidelity and achieving high student outcomes.

1. JenniferEvans2015 St.ClairCountyRESA
Writing Workshop Implementation Guide
Tasks Not Started
Unacceptable
In Progress
Approaching
Acceptable
Achieved
Acceptable Version
Achieved with Fidelity
Gold Standard
Implement Writing
Workshop and prepare
Materials:
 My goal is to haveall
necessary materials fora
Writer’s Workshop.
 My goal is to usethe
WriteWell curriculum.
 My goal is to be organized
and prepared.
 My goal is to have
materialsaccessible for use
during the lesson.
My books,examplesand
othermaterialsare at a
beginningpointinterms
of acquisitionand
organization.
I have heardabout
WriteWell .
I have attendeda
workshopaboutWriter’s
Workshop.
I have attendeda
workshopaboutthe
WriteWell curriculum.
I have a collectionof
mentortexts,butitis
minimal andnotadequate
for the needsof myclass.
I have some other
materials,buttheyare not
yetorganized.
I knowaboutkeeping
writer’snotebooks,butI
am not usingthemyet.
I am beginningtouse
WriteWell lessons and
have implementedatleast
one unitof study.
I use the pre and post
assessmentsinWriteWell
but am notconfidentin
usingthe rubricsto score
the papers.
I have a good amountof
mentortextsandI am using
them.
I have an easel,white
board,etc. and am using
themto model.
I am usingwriter’s
notebooksandkeeping
records.
I am usingWriteWell
lessons,butIskiparound
and do notdo all of the
lessons.
I use the pre and post
assessmentsinWriteWell
and understandhowtouse
the rubrics toscore them
and identifyareasof need.
I use a predictable structure
for Writer’sWorkshopto
implementthe instructional
and assessment
componentsof the
WriteWell curriculumto
informinstructionresulting
instudentachievement.
I provide highqualityWriter’s
Workshopeverydayduring
writinginstruction.
I use the instructional and
assessmentcomponentsof the
WriteWell curriculumandother
formative assessments effectively
resultinginhighlevelsof student
achievement.
A well-organizedcollectionof
mentortextsexistsandisbeing
used.
I have a meetingareaand an
area forguidedwritingwith
easel,white board, anchor
charts, etc.as well asrelevant
centeractivitiesestablished.
My studentsknowhowto use
notebooks,share andconfer.
I have a well-organized,usable
record keepingsystemthat
guidesinstruction.
I use WriteWell/Writing
Workshopwithfidelity.
Management:
 My goal is to highly engage
I have not yetestablished
a systemforindependent
writing.
I have begunto teach
studentshowtoengage in
independentwritingand
My systemforindependent
writingiswell established
and I am conferringwith
My classroomis well managed
duringthe entire writingblock.
Studentsare engagedin

2. JenniferEvans2015 St.ClairCountyRESA
studentsin productive
reading/writingactivities
while I am workingwith
individualsor groups.
 My goal is to highly engage
studentsin productive
reading/writingactivities
while I am conferringwith
individuals.
 My goal is to create a
positive literacy
environment.
 My goal is to develop
appropriate routines and
procedures.
Studentsneedagreatdeal
of attentionandIcannot
workproductivelywith
small groups or confer
withindividual students.
Studentsconstantly
interruptme.
buildstamina,butthe
routinesare notyet
established.
I am beginningto
establishaschedule that
will allowforindependent,
relevantworkwhile I
teachsmall groupsand
workwithindividuals but
resultsare usually
unproductive andstudents
continue tointerruptme.
I am beginningtoteach
WriteWell mini-lessons
focusingonwriting.
individuals.
Studentsare usingwriter’s
notebooksandlogs,andI
am workingwithgroups
and/orconferringona
regularbasis.
Studentsare able to work
independentlymostof the
time andbe successful. I
am rarelyinterrupted.
independentwriting.
Relevantactivitiesare completed
and learningistransferred.
Studentsare able to work
completelyindependentlywhile I
workwithregularguided writing
groupsand conferwith
individuals. Iam never
interrupted.
Grouping:
 My goal is to formsmall
groupsof studentswho are
similar in their
developmentof a writing
process.
 I also use datatoidentify
particularneedsand
interests forfocusedguided
writing groups and
independentconferring.
I am justbeginningto
observe students’ writing
behaviorsandtothink
aboutforminggroups.
I have not identifiedother
waysthat I use to group
students.
UsuallyI teachthe whole
class.
I have not started
conferringwithstudents.
I don’treallyknowhowto
formgroups correctly.
I have formedandmet
withsome
needs/interest/skillbased
groupswhenI notice that
there issomethingthat
studentsneedtolearn orI
lookat assessmentdata.
I knowhow toapplysome
assessmentmeasuresand
have tentativelyformed
some level orskill-based
groups.
I do thisinconsistently. I
am workingoncorrectly
identifystudentneed.
I continue tomeetwith
needs/interest/skillbased
groupson a regularbasis,
usingrelevantdatato
determine groupings.
I am keepingregular
recordsof writingbehaviors
but I don’talwaysuse this
data accuratelyto guide my
instruction.
I conferwithstudentsona
daily;howeverIamstill
conferringaboutthe
“writingassignment”and
not the “writer.”
Everystudentinmy classis
servedwithsmall
group/independentinstruction.
Studentsknowhowto share and
improve theirwriting.
Groups meetregularly,and
strategies/skillstaughtare based
on assessment.
Appropriate goalsare selectedto
meetthe needsof the writer.
Learningtransferstoother
situations andinstructional steps
move the studentstohigher
levelsof proficiency.
I conferwithat least3-5 students
dailyandthe conferencesresult
inincreasedstudentproductivity
or qualitywork.

3. JenniferEvans2015 St.ClairCountyRESA
Lesson Management:
 My goal is to providefast-
paced,lively engaging
lessonswith all
componentsworking
togethereffectively.
 My goal is to ensure
learning objectivesare
evidentto the students.
 My goal is providetimely,
relevant,positivefeedback
to all students.
 My goal is to provide
studentswithample
opportunitiestopractice.
 My goal is to provide
studentswithvisualaids to
help scaffoldinstruction.
I have not yet
implementedanyof the
componentsof writing
workshop(Minilesson
including:connecting,
teaching,engaging,
linking,andsharing).
I provide minimal relevant
feedbackinatimely
manner.
I do notconferwith
students.
Studentsdonot write
everyday.
I limitwritingactivitiesto
independentwork.
I have begunto introduce
writingminilessonsto
students,howeverthey
are nottimely.
I use the WriteWell mini-
lessonsasa guide,butam
not yetcomfortable in
makingthe lessonsmy
own.
I do some components of
writingworkshop
(Minilessonincluding:
connecting,teaching,
engaging,linking,and
sharing).
I am learningaboutthe
proceduresforwriting
workshopandconferring.
I provide some feedback
as neededtostudents.
Studentswrite daily,but
not always foran
appropriate amountof
time.
I have startedwriting
notebooksbutdonot use
themdaily.
I assign a lotof writingand
am goodat giving
directions;howeverIneed
to improve mywriting
instruction.
I can teach minilessonsand
provide relevantactivities
for studentstodoas I break
intogroups and confer.
I provide timelyfeedback
to all students.
I do all componentsof
writingworkshop
(Minilessonincluding:
connecting,teaching,
engaging,linking,and
sharing).
Sometimesmylessonsare
too shortor too long.
I am able to personalize
the WriteWell mini-lessons
to meetthe needsof my
classroom.
Most studentsknowwhat
to do and are able to do
whatis necessaryduring
workshop.
Sharingand conferringtake
place mostdays and the
classroomisa safe place to
do this.
My studentsandIuse our
writer’snotebooksand
write daily topractice and
implementlearning. Ample
time isprovidedfor
studentstobrainstorm,
generate andexplore ideas.
My lessoniswell-timed,
smoothlymanagedandincludes
appropriate minilessonincluding
successful implementationof all
componentsof writingworkshop
(Minilessonincluding:
connecting,teaching,engaging,
linking,andsharing) integrated
withwritinginstruction and
feedbacktoall students.
Centeractivitiesare relevant, at
appropriate levels,andbasedon
need.
Studentsare transferringlearning
to all contentareas.
All studentsknowwhattodo and
are successful duringworkshop.
Sharingand conferringtake place
dailyina safe environment.
Dailywriter’snotebookuse,
practice and writingtime allow
teacher/studentstoimplement
consistentlywhatislearnedas
theybecome more proficient
writers.
Ample time isprovidedforall
studentstobrainstorm,generate
and explore ideas using
techniquesthatmotivate
studentstowrite foraudiences
beyondthe classroom.

4. JenniferEvans2015 St.ClairCountyRESA
Teaching Strategies:
 My goal is to teach
intensively in every partof
the writing lesson in order
to expand my students’
ability to usebackground
knowledge,accessanduse
information,thinkbeyonda
text,makeconnections,
maintain phrased,fluent
writing, think aboutthe
text in critical waysand
apply whatthey learn
aboutauthor’s craft
through mentortextin
their own writing.
 My goal is to successfully
implementfluent,relevant
mini-lessonsbasedon
students’ writing behaviors.
 My goal is to successfully
implementall components
of a writing workshop.
 My goal is to provide
explicit, scaffold
instruction.
 My goal is to utilize the
gradualreleasemodel for
instruction.
 My goal is to accommodate
all studentneedswitha
MTSS(Multi-TieredSystem
of Support.
I am justbeginningto
understandstrategiesand
to observe students’
writingbehaviors.
I do notaccommodate
individualstudents’needs.
I’mnot sure what to do
whenI observe abehavior.
I am able to findevidence
of strategiesasIobserve
studentwriting.
I supporttheir
developmentof strategies
by providingsupportbut
do notset goalsat
appropriate levels. I have
not yetdevelopedexpert
teachingskills.
I am not alwaysaccurate
withselectingappropriate
strategiesbasedonthe
needsof students.
My studentsshare their
thinkingbutare not yet
effectiveinlisteningor
helpingothers.
My students getoff task
easily attimes.
There are systemsinplace
to assessandre-teachin
orderto accommodate
students’needs,butthese
systemsare rarelyused.
I observe studentwriting
behaviorcontinuouslyand
am able to findexamples
and powerful teaching
pointstobring to their
attention.
I am observingthe impact
of myintroduction,
interactions,andteaching
and am workingonexplicit
instructionandmodeling.
I keeprecordsto helpguide
my instructionbutam
inconsistent.
My studentsshare their
thinkingandcan help
supporteach otherintheir
writingdevelopment,but
theyare inconsistentand
sometimesineffective.
I have begunto incorporate
some differentiation into
initial instruction.
My decisionsandinteractionsare
well-timedandpowerfulin
illustratingprocessingstrategies
for students.
My decisionsallowstudentsto
use what theyknowtoprocess
writing.
I am aware of and teachfor a
wide range of processing
strategies, andIsee evidence
that studentsare takingonthese
strategiesforthemselves.
My studentslistenwell andcan
share theirthinkingtosupport
each otherconsistentlyand
effectively.
I differentiateforall studentsto
meetstudentneedssothatthey
are successful ontheirfirst
attempts.
I assess,teach,andmonitorthe
learningof studentsona daily
basisand use data to guide my
instruction.
I provide interventionsto
targetedstudentsdaily.
I provide systematicinstructionin
embeddedspellingandgrammar
by usingmentortextandstudent
workto guide instruction.