Writing in Kindergarten

Writing has been a recent topic of discussion on the #kinderchat Twitter feed. I was honored to be invited to participate in the first #kinderchat Campfire Webinar series last week with an hour chat on “Writing Joyfully”. If you’d like to listen to our recorded discussion, you can listen here. For those of you who would rather have the “Cliff Notes” version, I’m writing this blog post to summarize a few of my current thoughts on writing with young children.

Making dinosaur books

Making dinosaur books

Writing, to young children, is play. It is natural, engaging and fun. Kids love to write. And they write like 3, 4, 5 or 6 year olds – not like we, as adults, may define “writing”. Their books, signs, labels, etc… are full of squiggly lines, pictures, scribbles, maybe some letters and even occasionally a word or two. However, when a child makes something, and you say, “Read it to me!”, he or she can “read” it to you. What they have put on the paper has meaning to them. And they love to share that!

I view writing in a similar way to how I view oral language development and reading. I think children need lots and lots of modeling in order to take something on as his or her own. We talk to our children from before birth, engaging with them in meaningful conversation, questioning, wondering and celebrating their first attempts at talking. We don’t insist on those early words being correct, and through lots of modeling, eventually our children become proficient speakers of our language.

The same goes for reading. We read to our children from before birth, immersing them in lots of bedtime stories, read alouds and play with books. We celebrate the first time our children “read” a familiar book – turning the pages as they retell a story they’ve heard many times before. We know they aren’t reading as adults read – but we celebrate this success and know it is paving the way to independent reading.

The Mitten - interactive writing

The Mitten – interactive writing

Week 10 039

Community writing to label book baskets

I see writing in the same way. In our kindergarten classroom, we have two distinct types of writing- community writing and independent writing. Community writing, which includes shared writing (where the children are deciding what we want to say and the teacher is doing all of the writing – actually scribing what the children are saying in a small group or whole group setting) and interactive writing (where the children and teacher are deciding what to say and sharing the pen to write the words, again in a small or whole group setting). Both of these go under the umbrella of “community writing” because we are composing text as a community of learners together.  This is the time when I am modeling what writing is. The finished text for these projects is correctly spelled and written. The teacher is filling in what is out of reach of the children. (For example, if the word we are writing is “read” – the children might call out “r  e  d” – the teacher honors this approximation, has a child write the   r  and  e, then takes the pen to write the  a, saying “in this word there is an a that we don’t hear”, then allowing a child to write the ending letter  d)  It is a model of writing that becomes shared reading in our classroom. It’s essential that the writing is correct for that reason. I don’t want to display writing that is not correct for children to read and/or use as models for their own writing. The topics for these writing projects are mostly teacher driven – connecting to science, social studies, math or literature we have worked on together, as well as functional text for our classroom (schedules, labels, signs). I am modeling what correct writing looks like with the help of the children. It is an extremely supportive environment that helps our young writers in many ways. My students are seeing and hearing me think aloud as we compose the text together. Those children who are ready to write sentences have this opportunity to see what that looks like. Those children who are just beginning to label their pictures or are exploring letter/sound relationships also see this in our writing projects. All children are seeing the “in the head” thinking of a writer getting thoughts down on paper.  It is a daily teaching practice that models writing and allows children to participate within their zone of proximal development. It is paving the way to independent writing and encouraging children to take risks in their own writing.

Photo Apr 20, 2 51 04 PM

Angry Birds vs. Lizard – cover of a book

Writer's Workshop

Writer’s Workshop

We also have a daily Writer’s Workshop, where children are engaged in independent writing. In our classroom, this is a time when we “make stuff”. Most of the time, this is books.  I model what book making is by reading lots and lots of wonderful books by authors we love. We start on day one, with 5 blank pages of paper stapled to make a book. This format evolves as a variety of book forms are discovered over the year.  During independent writing time the children are working on their own (for the most part – occasionally we have co-authored books with a friend), making books about topics of their choosing.  We read lots and lots of good books to use as our mentor texts, and learn from authors we love about making books. The children work at their own pace – sometimes taking many days to complete a book. I confer with the children as they are writing and they share their books with me and with the class. I take notes for myself as I talk with my writers, but I do not write on their books. If I need to remember what they wrote to take note on whether they are staying on one topic or have an understanding of how a particular genre works, for example, I write it down for me in my notes. I do not write on a child’s book at all. I teach each child differently, based on what they are ready for as a writer. I honor the fact that they are five, and are writing like a five year old. If a child decides to make a book and then I do the writing for him or her (either by writing under his or her writing, transcribing a word or two, or otherwise writing on the book), it is sending a strong message that I am the one who really knows how to write – not the child. It takes away ownership from the book. A child can “read” his or her book just fine – if we let them – and if we change our definition of what “reading” might look like – perhaps the book sounds different every time it is read. That’s fine. The child is the author and they can read it however they like.

This is a brief overview of writing in my classroom. There are many more examples and thoughts in the Webinar. Stay tuned for another post about how I use mentor texts in my classroom and how I support my young writers through various tools in our classroom. Here are a few of my mentor texts that have transformed my teaching of writing – I highly recommend: Already Ready, Interactive Writing: How Language and Literacy Come Together, Engaging Young Writers, In Pictures and In Words, Talking, Drawing, Writing: Lessons for Our Youngest Writers.

So what are your thoughts on writing? How do you help your young writers thrive?

Community Writing

Last week we finished a community writing project that we’ve been working on for several weeks. After completing a unit of study on fairy tales, we decided to write our own version – calling it The Three Gingerbread Kids. I posted the story in a VoiceThread below so we could share it with others. There is also a slide show that shows the illustration process.

In Catching Readers, I talk about community writing in Chapter 5 as a key component to a comprehensive literacy framework. Sharing the pen with the students as we negotiate the text together provides many excellent teaching opportunities. My kinders are making books like crazy during writer’s workshop. They are trying a variety of genres and all of them are adding words to their books – from labels to detailed sentences. I wanted to use this community writing piece as a way to support all writers in taking even bigger risks in their writing. I wanted to have them create a continuous text, based on what they learned about fairy tales, and practice strategic reading and writing actions and skills while we composed and wrote the text together. Within the context of community writing, we not only learned about letters, sounds and how words work but also about decisions writers make, such as what to include, how to best structure a sentence and how to organize their thoughts into a coherent piece of writing with a clear beginning, middle and end. I am also seeing a huge transfer in their own writing. The books they are making in writer’s workshop have more words, more details and show a clearer story structure. Kids are taking more risks as they attempt to write the words they need to create their books.

I also wanted to focus on the writer’s statement, “Writers make sure the pictures match the words.” We looked closely at our read aloud favorites and noticed that indeed, all writers make sure the pictures match the words. We took this into our illustration days, thoughtfully planning how our illustrations could not only match the words, but build upon the story, just like Mo Willems, Jan Thomas and other favorite mentor author/illustrators do. We chose to illustrate the book using a method I learned about from Ann Marie Corgill in Of Primary Importance (an excellent resource for writing). We used Sharpie permanent markers to outline our drawings. Then we filled in the colors with crayons. The bold outlines really make the illustrations pop.

Community writing is one of my favorite teaching contexts. It’s just so rich, meaningful, engaging and differentiated. It does build community and allows all children to shine. Rereading the book every day before we added a page had this book soon become a known favorite. We have it displayed in our hallway to revisit during reader’s workshop and to share with our school. Enjoy our story!

Illustrating “The Three Gingerbread Kids” on PhotoPeach

Vodpod videos no longer available.

 

Vodpod videos no longer available.