Work on Writing is the second Daily 5 task we launch. These questions can help you decide when to begin, what students should write, how to support independence, and when you're ready to add choice.

Launching Work on Writing

When should I introduce Work on Writing?
Introduce Work on Writing after students have established a successful foundation with Read to Self. There isn't a required number of minutes students must reach first. Look for enough independence and engagement with Read to Self that students are ready to begin learning another task.

Does Read to Self need to be fully established before I begin Work on Writing?
Read to Self will continue growing throughout the year. Look for students to demonstrate successful independence and engagement for a sustained practice round. Once that foundation is in place, you can begin teaching the Work on Writing Foundation Lessons while continuing to practice Read to Self each day.

How long should the first Work on Writing practice be?
Keep the first practice short and watch student engagement closely. Bring students back while they are still successful, Review & Reflect, and begin another round. Gradually extend the time as students demonstrate independence.

How many times should we practice Work on Writing on launch day?
Plan for at least three or four practice rounds. Each round gives students another opportunity to get started independently, sustain their writing, persevere through challenges, and reflect on their success.

Should we continue Read to Self while launching Work on Writing?
Yes. Continue providing time for Read to Self each day while students learn Work on Writing. Both tasks will continue developing as you move forward with Daily 5.

What Students Write About

What should students write about during Work on Writing?
Students can write about topics that are meaningful to them and connected to the writing they are learning to do. As students become more independent, give them increasing responsibility for choosing topics and deciding what they want to develop as writers.

Can I assign a genre or topic during Work on Writing?
Yes. Work on Writing can support the requirements of your writing curriculum. Preserve meaningful choice within those requirements whenever possible. If students are learning persuasive writing, for example, they might choose the topic or position they want to develop.

Does everything students write need to become a finished piece?
No. Work on Writing provides authentic time to practice writing. Some pieces may be developed, revised, edited, and published, while others simply give students an opportunity to generate ideas, experiment with their craft, and become more capable writers.

Can students work on writing from our curriculum during Work on Writing?
Yes. Work on Writing can provide independent practice for writing introduced through your curriculum. The important question is whether students understand the work well enough to engage with it independently while you are providing Responsive Teaching.

Can students continue a piece they started during another writing lesson?
Yes. Work on Writing can be a natural place for students to continue meaningful writing already underway. They might draft, revise, add details, or continue developing a piece connected to current instruction.

Supporting Independent Writers

What if students say, "I don't know what to write"?
Teach this before it becomes a barrier. The Foundation Lesson Choose What to Write About gives students strategies for generating ideas so they can get started without waiting for the teacher. Continue modeling how writers find and collect ideas throughout the year.

What if students keep asking me how to spell words?
Teach students what to do when they reach a word they don't know how to spell. The Underline and Move On (Um...) Foundation Lesson teaches students to make their best attempt, underline the word if needed, and continue writing so spelling doesn't stop their thinking.

What if a student finishes a piece before the round is over?
Teach students that writers always have something they can work on. They can continue another piece, begin something new, add to an existing piece, or use another writing option you've explicitly taught. The goal is for students to know their next step without waiting for the teacher.

What if a student spends most of the round drawing?
Drawing can be an important part of composing, particularly for younger writers. Teach what successful Work on Writing looks like for your students and help them understand how pictures and words work together to communicate meaning. As their writing develops, coach them toward the appropriate balance for their needs.

What if one student struggles to stay engaged during Work on Writing?
Use the Work on Writing I-chart as your success criteria. Identify the specific behavior the student needs help strengthening, then use a brief conference to set a goal and provide the support needed for greater independence.

What if several students struggle during a Work on Writing round?
Use the Quiet Signal to bring students back together while the experience is still productive. Review & Reflect, revisit or model the behavior that needs strengthening, and give students another opportunity to practice successfully.

How can I help students become more motivated to write?
Give students meaningful opportunities to make decisions about their writing and help them see themselves growing as writers. Review & Reflect can also provide opportunities for students to share writing, ideas, strategies, and discoveries with classmates, often sparking ideas for other writers.

Work on Writing vs. Writing Instruction

Is Work on Writing the same as writing instruction?
Work on Writing is independent practice. Explicit writing instruction happens during your lessons and Responsive Teaching. Work on Writing gives students meaningful time to apply what they are learning and develop greater independence as writers.

Do I still need a separate writing workshop?
That depends on your curriculum, schedule, and students. Some teachers have a separate writing block. Others integrate writing instruction and Work on Writing within their literacy block. The Teaching Structure can support either approach: teach briefly, Set a Purpose, provide time for Independent Practice and Responsive Teaching, then Review & Reflect.

When should I confer with students about their writing?
Confer while students are engaged in Independent Practice. Depending on your schedule, that might happen during Work on Writing, during a separate writing block, or alongside your other responsive literacy teaching. Let student needs and current goals guide the conference.

Do I need to confer with every student every time they choose Work on Writing?
No. Independence gives you the space to respond to the students who need you most. Observe, confer, and meet with students strategically while the rest of the class continues meaningful independent work.

Choice and Moving Forward

How often should students Work on Writing?
Provide students with meaningful writing practice every day. Once Daily 5 Check-In is established, students can choose the order of Read to Self and Work on Writing while you coach their choices so both reading and writing remain part of their daily literacy practice.

When should I introduce choice between Read to Self and Work on Writing?
Introduce choice once students have successfully launched and practiced both tasks. Students should understand the routines and behaviors for each task before being asked to decide between them.

How do I introduce choice for the first time?
Use Daily 5 Check-In, the Daily 5 routine for Set a Purpose. For the first round, students choose Read to Self or Work on Writing. For the second round, have them switch so every student practices both tasks that day. As the routine becomes familiar, gradually release more responsibility for choosing the order.

Can students choose Work on Writing more than once in a day?
Yes. As you begin having more than two Daily 5 rounds, students may choose a task more than once. Use your Daily 5 Check-In sheet to notice patterns and coach choices so students continue getting meaningful daily practice with both reading and writing.

How do I know when Work on Writing is successfully launched?
Look for students to get started independently, sustain their writing, use the routines you've taught when they encounter a challenge, and remain successfully engaged for a sustained practice round.

Does Work on Writing need to be perfect before we introduce choice?
Look for a strong enough foundation that students can manage both Read to Self and Work on Writing independently. Their stamina, engagement, and decision-making will continue developing as you introduce Daily 5 Check-In and move forward with the remaining tasks.

What if Work on Writing becomes less successful later in the year?
Return to the same process you used during the launch. Revisit the purpose and I-chart, reteach or model a behavior that needs strengthening, practice it again, and use Review & Reflect to help students rebuild successful independence.