Teachers are constantly asking, What am I to teach?  Sometimes teaching becomes an endless cycle of teaching each of the steps of the writing process better or teaching random mini lessons on whatever comes up on a given day.  As outlined by experts, understanding the writing process lies at the foundation of any writing workshop (Graves 1983, 1994; Calkins 1991; Harwayne 2000; Murray 1993; and Atwell 1985, 1999).  Teachers of writing know when to depart as writing is going well and when to return to lessons when needed.  The writing process is recursive revisiting different stages of the writing process.  For example, my students may be revising while drafting, or even editing or publishing.

I have discovered there are three basic sources for writing mini lessons, and it makes sense to give consideration to them:
1. Characteristics of good writing:
- conventions of written language
- the elements of writers craft, includes genre lessons
- management procedures

2. Student Writing:
- examine conference records
- look at writing folders

3. Curriculum guides/state frameworks

Considering the three basic sources for writing mini lessons, anchor lessons in these areas will give you a line of inquiry with your students while at the same time digging into something big with your writers over time.  Consider developing mini lessons in each area to sustain effective writing.  You can then refer to these anchor lessons constantly and continually throughout the year to help writers understand what good writing looks like.  

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