Learning Through Writing . How Young Writers Use the Writing Process to Help Them Make Books. “Making stuff is developmentally appropriate. Children love to make stuff and to help us make stuff .” (Ray, About the Authors , P.6)
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
How Young Writers Use the Writing Process to Help Them Make Books
“Making stuff is developmentally appropriate. Children love to make stuff and to help us make stuff.” (Ray, About the Authors, P.6)
“The making of a book involves so many different decisions-what it will be about, the kind of paper and material it will be made of, the illustrations, how it will go. With some teaching, the children will learn that during writing workshop time they may do different kinds of research on a topic, have a conference with a peer, read books for ideas on how to craft their writing, and more.” (p.8)A happy place where we make stuff.
“The making of books also involves writing legibly from left to right, spacing between words, using both upper- and lower-case letters, spelling many high frequency words correctly, using knowledge of both spelling patterns and phonics to generate unfamiliar spellings, using a variety of kinds of sentences and end punctuation, and using some internal punctuation as well.” (P.4)
“One of the reasons students write only a sentence when asked to write is because of the medium itself-often a journal page or a single piece of paper-suggests this to them. The book medium is a whole different suggestion entirely, and it causes them to do a very different thing with writing.” (p.9)
“Most young children’s reading experience is with picture books, so this written form is the most familiar to them and this helps them know what kind of thing they are trying to make.” (p.9)
“The key to believing in our students’ ability to do really big work in our writing workshops is to remember they will do it like four- and five- and six-year-olds. It will look and sound like four- and five- and six-year-olds wrote it. If we can accept this, then they can do it, whatever the it may be.” (p.10)
“Thinking of themselves as people who make books is the starting point for students learning to read like writers, the most important habit of mind for writing they will develop all year. Reading like a writer means that when you read, you think about more than just what a text is about, its meaning. When you read like a writer, you also notice and think about howa text is written, because you write yourself and you just notice things like that.” (p.14)
“We begin writing workshop by handing out the paper and the writing tools and asking students just to get started and go ahead and make something with writing. We expect them to use whatever process they are able to use to get that done. Once they are up and writing, then we’ll begin to watch them very closely and teach into what we see them doing (and not doing), helping them refine all the ways they go about writing-from ideas to finished pieces.” (p.59)
“Prewrite – The process begins with finding ideas for the kind of writing you are planning on doing, for a writing project.” (p.61)
“Getting words down on the paper-we want the children to be able to generate a spelling for any word they want and then be able to read that word back after they’ve written it. We want them to be able to do this with as little disruption to their thinking about their idea as possible.” (p.69)
“A writer can’t edit for what he doesn’t know about how the language works. In other words, we can only fix things we know need fixing.” (p.74)
“Many of the books the children finish are not published in any more formal way. They are simply finished and shared. To ask the children to reproduce them in the name of publishing in the end just doesn’t make much sense.” (p.78)
“We know as they develop fluency, we’ll expect to see more and more writing in these books. We know that as their reading lives grow to include other kinds of text, we will expect them to begin writing other kinds of text. We know that during the day, in times outside writing workshop, our young students will use writing for many other purposes-to record, reflect, sign up, sign out, gather, think, explain. But during writing workshop, they are, makers of books and we build all out teaching around that identity.” (p.16)Final Thoughts