Megan Jones

King, K. A. (2012). Writing Workshop In Preschool. Reading Teacher, 65(6), 392-401.

This article is all about the writing workshop process in preschool. It goes into details
about how students are very creative and imaginative at such a young age, and even though
theyre not able to write correctly they can still participate in writers workshop. The study was
conducted over a full school year to monitor the progress of students daily journals. The
classroom environment and structure shaped the students as writers and the students themselves
demonstrated that understanding. The author went into great detail to explain how her writers
workshop was set up and she included many quotes and examples.

Lysaker, J., Wheat, J., & Benson, E. (n.d.). Children's spontaneous play in Writer's Workshop.
Journal of Early Childhood Literacy, 10(2), 209-229. doi:10.1177/1468798410363835
This article is about the importance of play in childrens writing. This particular study
goes into the research about letting children play spontaneously when learning to read or write. It
talks about how chanting, singing, or using manipulatives to utilize their critical thinking skills.

Grade K Unit 1: Launching Reading and Writing Workshop in KindergartenA Colorful Time
with Rhythm and Rhyme. (n.d.). Retrieved October 14, 2015, from
http://www.anderson3.k12.sc.us/site/handlers/filedownload.ashx?
moduleinstanceid=3994&dataid=4941&FileName=Grade K Unit 1_Launching Reading
and Writing Workshop.pdf
Rather than an article, this is a full unit on writers workshop. It gives all the student
objectives for the unit as well as poems, songs, and books to use. It also includes informational
texts that are available to teachers. There are a total of fifteen lessons that are each lined out and
described in complete detail. Each of the lessons contributes to the students learning about
writers workshop and each of the steps. This is an excellent resource for teachers to use because
you can pick and choose lessons that fit with their unit about writing. Each of the lessons
includes all the details for anyone to be able to pick up and teach to their students.

Hoogeveen, M., & Gelderen, A. (2013). What Works in Writing With Peer Response? A Review
of Intervention Studies With Children and Adolescents. Educational Psychology Review
Educ Psychol Rev, 473-502. Retrieved October 14, 2015, from
http://download.springer.com/static/pdf/300/art%3A10.1007%2Fs10648-013-9229-z.pdf?
originUrl=http://link.springer.com/article/10.1007/s10648-013-9229-

Megan Jones

z&token2=exp=1446676990~acl=/static/pdf/300/art%253A10.1007%252Fs10648-013922

This article is about peer responses and the importance of the feedback. It talks about
how there have been many studies about peer response and its effectiveness, but there arent
studies about the cognitive, social-cognitive, and genre perspectives. Sure, they may have been
effective, but the studies didnt prove how. This article goes into detail about those perspectives
from peer responses. The cognitive perspective allows students to become aware of their writing
and the strengths and needs of their writing. The study goes on to explain that inexperienced
writers become more aware of the writing process and their own writing process during peer
response. It also talks about the social process of writing. There are behavioral processes that
take place when students know that their peers will read their writing. They also go through selfregulation and self-efficacy during writing and peer response. Genre perspective is all about
how language expresses meaning in different contexts, (Hoogeveen 477). It goes into detail
about how the students should tell what happened in a certain event.

Kim, S. (2015). Preparing English Learners for Effective Peer Review in the Writers' Workshop.
The Reading Teacher, 68(8), 599-603. doi:10.1002/trtr.1358

There are definitely challenges when it comes to getting ELLs to write much of anything
in English. This article talks about some of the challenges that English Language Learners face
and it gives teachers strategies to help ELLs feel more comfortable with their own writing.

Black, J. (n.d.). Beginning a Kindergarten Writers WorkshopWhat to say on the very first day
and where to go from there. Retrieved October 15, 2015, from
http://writingfix.com/workshop/jodies_units/Unit1.htm
This isnt exactly an article, but rather a way for teachers to start writers workshop with
students in elementary school. This educator doesnt believe in using boxes or lines for students
to have to remain bound to. She gives them a blank piece of paper to get all their ideas down.
She wants them to be able to get their ideas out of their brain and onto paper without fear of
discrimination. She talks about how each student has folders and they should clean them out
every once in a while to clear out all the yucky work to make room for their better work. She
talks about how to builds their confidence and independence as a writer and the link also
includes seventeen lessons for teachers to utilize however they want.

Megan Jones

Jacobs, G. M. (2004). A Classroom Investigation of the Growth of Metacognitive Awareness in

Kindergarten Children Through the Writing Process. Early Childhood Education Journal,
32(1), 17-23.
This article wasnt necessarily about writers workshop itself, but rather the childrens
metacognition and cognitive process while students are writing. The students were placed in a
literate- rich environment and then they were asked questions about their writing, the books they
read, and their experience as a whole.

Kissel, B. T., & Miller, E. T. (2015). Reclaiming Power in the Writers' Workshop. Reading
Teacher, 69(1), 77-86. doi:10.1002/trtr.1379
This article talks about writers workshop and how it should be used daily in young
classrooms. It also goes into detail about stories that are censored in classrooms and how to
create new writing identities. Using writers workshop can allow the students to claim power and
assert their opinions and feel more confident in their writing.