Annie began reading, the first few words showing strong attempted spelling, “I went to the forest and followed a path….” As she continued, her stamina for attempted spelling waned. Her enthusiasm and eagerness to share did not change! She kept reading her story with fluency and excitement. When Annie finished, she turned to the class, and the writers greeted her with silent applause and Annie beamed.
Welcome to Slice of Life Tuesday! We are so glad you’re here today!
Thanks for stopping by the blog. Last week I promised to share student work and my reflections after a week of Getting Kids Excited About Writing. As I listened to teachers talk about… Continue reading
So how do we help these young storytellers bring their stories to paper?
How do we show them these are the stories writers write? I think we begin by getting our kids excited, really excited, like “I can do this, let me write NOW! Excited.
As learners ourselves, we know students need a supportive culture where taking risks, asking questions, and understanding the value of the process is omnipresent.
My students won’t become writers just because I want them to be writers. Writers need to wallow in new information, time to let all the words, ideas and questions wash over them, connect with their schema, and let the new information become their own.
The young writers sitting in our classroom will rise above the fears and struggles of being a writer, but it will take intentional planning, repetitive teaching, daily writing, and reteaching. Writing is hard work. Students don’t become writers because we have writing workshop. Writers become writers because teachers have clear intentions and a vision of what’s possible.
A few short weeks ago our new school year began. I am feeling the pressure of getting to know my students, setting up our room, and building a community of learners. In these early days I tread slowly.
A year ago, I wrote a post titled, 7 Things I Want the Writers in my Classroom to Know. In this post, I wrote about what I knew about being a writer and what I thought the writers sharing our classroom should know about being a writer. Today, I offer an update after an another year of writing.
Uncovering the various layers of a student takes time, intention, and writing.
Establishing expectations, student goals, and classroom norms from the start will help you and the paraprofessional move forward as a team who operates with the best interest of the children first.
Once an audience is established it becomes omnipresent in your classroom, the effects aren’t limited to the one sharing; they reach the community as a whole.
Over the next eight days, my friends and I at Two Writing Teachers will share what goes into developing writers who work with agency, purpose, and independence in our Blog Series: Starting With What Matters Most. Set a reminder or mark your calendars, you won’t want to miss a day of these timely posts.
Writing takes bravery and a willingness to take a risk. Today is your day to be brave.
I began to see what my parent communication was missing. The families have various opportunities to see what we do in first grade, but I have not provided consistent access to the thinking and rationale behind my teaching practices.
Writing isn’t magic, yet your writing can only exist with you.
Let your stories flow from your mind to your fingers and let them all surprise you.
I packed the books, cleared the tables and turned in my keys. It’s an official end to the school year. As I sit down in my car, my head, and my heart begins to reflect on the year, the successes, the trials and what could’ve been
Ah, summer the springboard of our stories!
As I confer with each writer, I feel my eyes filling with tears. I show each student their writing from the first day of school and watch as their less cherubic and more mature faces brighten. “That’s really my first writing in first grade?” “I didn’t even use the whole page.” “I can’t read it.” and “That doesn’t look like my writing now.” were typical comments.