February 3
Writing continues.
Here are some picture of the children at work writing and some of their finished products. There is also a picture of our Writing Station.
Chapters 3-4 Talking,Drawing, Writing
Most children like to draw. Given something to write with and something to write on, that’s what they do. (Talking Drawing Writing, Martha Horn and Mary Ellen Giacobble)
This is so true. I have not met a child who does not enjoy drawing and talking about his/her picture.
Second, drawing is a way for children to be heard. A student who has difficulty recognizing letters, perhaps even the letters in his name, can often draw what he knows thinks and feels. (Talking Drawing Writing, Martha Horn and Mary Ellen Giacobble)
I like this statement. Many of my students came to me this year not knowing what a letter is. Through their drawing they are all successful and can communicate their stories on paper and build confidence in themselves.
When his classmates show an understanding of his drawing, he learns that people can listen to and “read” his drawing, that what is important to him is being understood by others, and that what he knows, thinks and feels matters. (Talking Drawing Writing, Martha Horn and Mary Ellen Giacobble)
I have seen through shared oral story telling as well as when the children shares their drawings with the class how important this is. You can see the light shining in their eyes!
Drawing is a medium through which a child can develop language. (Talking Drawing Writing, Martha Horn and Mary Ellen Giacobble)
Yes it is! I have found just in the past two weeks that even the children who rarely talk will open up to tell me about their story.
What our students put on those first pags of their Drawing and Writing Books teaches us about them. We learn what they do outside of school, about the people who are important to them, and about their passions, and we learn what they know and what they need to learn about crafting stories through drawing. (Talking Drawing Writing, Martha Horn and Mary Ellen Giacobble)
I really enjoy the children’s drawings. I am getting to know them. One little boy knows ALL about monster trucks and another student enjoys riding on the combine with his peepaw. Some can draw realistic people and even put “words” on the paper they read to me while others are still in the scribbling. Each is proud of their work!
Chapters 2
We want these five and six year olds to see that this work is worth doing, to look with anticipation toward what will be a vital part of each workday, and to feel that they can’t wait to get their hands on their books. (Talking Drawing Writing, Martha Horn and Mary Ellen Giacobble)
This is true. When children enjoy something they put their heart into it. Already my kindergarteners look forward to story telling time each day.
The goal is to plant the seeds for a way of thinking about crafting. (Talking Drawing Writing, Martha Horn and Mary Ellen Giacobble)
Kindergarten is just the beginning. We want to help them develop a love of writing early and to begin learning how to add details to their story.
…decide to post some on our Interesting Word Wall to remind us to choose powerful words when we write. (Intro Writing, Megan Sloan)
This is a wonderful idea. I have a basic word wall in my classroom, later in the year I may try this idea.
I share with students all of the texts I am currently reading…. I introduce each text, sharing with students my purpose for reading. (Intro Writing, Megan Sloan)
I read to my students everyday but I never thought about sharing what I personally read with them and explaining why I am reading it. I will definitely incorporate this into my lessons.
When I give students choice, they truly amaze me. I see writers shine. When students write about a topic of interest, they write about what’s on their hearts and minds. (Intro Writing, Megan Sloan)
I usually give my students a topic to write about. So far this year, with a few exceptions, I have let them chose their own topics. They are eager to draw their stories and share them with me. Much more so than in years past.
Chapters 1
I am determined to have the best year ever teaching writing. I have done everything to get ready. But getting ready is the easy part. Getting started is the challenge. (Intro Writing, Megan Sloan)
This is so true. I find myself overwhelmed after meeting all of my new students. I feel this way every year! They are at so many different levels where do I start? I think the next quote helps me answer that question.
…inviting children to talk about themselves and about what they know honors them for who they are. They don’t need a picture. They don’t need to know how to write letters. They don’t need a spectacular event to share. They are valued for themselves, for using the words they have to say what they know. (Talking Drawing Writing, Martha Horn and Mary Ellen Giacobble)
This is where I will start. By giving them confidence and letting them be successful through oral story telling first. I know my students can do this after meeting them this week. They were talking over each other to tell me stories without any prompting!
My stories are of great interest to my students, even though there is nothing extraordinary about them. (Into Writing,Meagn Sloan)
I sometimes tell my students about something that happened to me or my children. Silly things really like having ants all over my bathroom or how my husband accidentally caught a fish in his swimming trunks at the beach. After reading these two chapters I thought back and realized how very interested they always were when I was telling these stories. It is not something I did on a regular basis but I will try to now.
Children work hard when they are in an environment in which they feel loved. They try new things. They take risks. They become confident learners. When students feel a teacher’s interest in them as individuals, something amazing happens. They invest in learning. (Into Writing,Meagn Sloan)
I feel that if you believe in your students then they believe in themselves. Some students need a lot more love and belief in their abilities than others, and sometimes that’s hard. But the payoff is wonderful when that child looks at you with a huge smile and says “I did it!”
“All this time I didn’t think I could help my children with their homework and be a part of what they do at school because I can’t read. But now I know I can help my children because I have stories. I can tell them stories.” (Talking Drawing Writing, Martha Horn and Mary Ellen Giacobble)
I have had parents come through my classroom over the years who could read very little or not at all. I did not know how they could help their children with reading and writing either. Now I do and plan to let them know too.
Alissa Rinehart 