Volume 1, Number 1 Fall, 2007

Language Arts: Current Issues JournalLanguage Arts: Current Issues Journal

ContentsContentsIt’s a Bird. It’s a Plane. No, it’s a Graphic Novel! Kelly Smith LockerWriting Notebooks: A Key to Unlocking the Student’s Mind Amy CatlettWorking with an ELL in Sixth Grade Ashley UnderhillIdeas for Working with ELLs in Middle School Mandy DockTeaching Spelling: It No Longer Has to be Dreaded Johnah BrownAre You Ready for an ELL student? Here’s Help! Kim DavenportThird Grade Memories Crystal HarrisPoetry in the Classroom Roslyn DonleyDear Miss Lane… Tina LaneAnts in the Pants: 10 Interesting Words and Phrases and Their Origins Angela DickersonWriting about Reading: Organizing Thought Traci LutzGenre Studies in Writing Workshop Andrea WheatleyA Must Read Jamie MorrisUsing ELL Techniques for a Student with Autism Sabrina MurrahDear Diary Evelyn SlatonHow to Set Up a Writing Workshop for First Grade Allison SmithMy Writing Revolution Sandy TinsleyWriting Done Write! Melissa TrabuccoI Thought I Knew A Lot About Reading Martha BarksGetting the Big Picture of Literacy Amanda FoxWriting Workshop: A Linguistic Approach for Success Lacey GrovesLearning to Teach Language Arts to English Language Learners Christin JacksonThe Joy of Poetry in My Classroom Callie R. WexlerThe Importance of Writer’s Workshop Charlotte Goddard

A journal for sharing ideas about the teaching of language arts.

In this issue…students in ELE 602 Language Arts: Current Issues and Research (Fall, 2007) share their knowledge about teaching English Language Learners, teaching writing, and other topics!

Click on the title below to go directly to the article.

Volume 1, Number 1 Fall, 2007It’s a Bird. It’s a Plane. No, it’s a Graphic Novel!

By: Kelly Smith LockerThree years ago, I began a search for books that would draw my middle school

students into my library. The search led me to graphic novels, or book-length comics. While many of us teachers and media specialists are convinced of the benefits of using graphic novels in a school setting, we may find that we don’t know where to start when creating our own collection. First, while you are convinced of their educational benefits, you may have to convince other teachers, media specialists, administration, or parents of the benefits of graphic novels. In fact, with research, you can prove that graphic novels are excellent educational tools for many reasons.

The best benefit of graphic novels is that they catch the attention of kids who are considered reluctant readers. With less text, support from pictures, and a feeling of reading something outside of what is normal, reluctant readers are more likely to pick up a graphic novel (Brenner, 2006). Reluctant readers may be drawn to comics because the graphic elements help them to visualize the story, better create context, and understand the plot. For the most part, kids who read comics will proceed into reading other, more advanced literature.

Another reason that graphic novels are excellent educational tools is that many essential literacy skills are required to read graphic novels. Per sentence, graphic novels give the brain more of a workout than any other type of media (Lyga, 2006). In The Power of Reading, Dr. Stephen Krashen pointed out that “the average comic book has twice the vocabulary as the average children’s book and three times the vocabulary of a conversation between an adult and a child” (Brenner, 2006). Graphic novels also have a higher vocabulary than most television programs (Kaye, 2004). Students reading graphic novels must use higher-level reading skills because they must follow the text and art, all while understanding the sequence of the panels (Lyga, 2005). The reader takes in the print while their brain is also bombarded with the characters, setting, plot, and action in visual form (Lyga, 2006). Many literacy skills are needed when reading a graphic novel including the ability to sequence events, decode facial and body expressions, discern the story’s plot, make inferences, understand metaphors and similes, and to decode the symbolic meanings of certain images and postures (Lyga, 2006, St. Lifer, 2002).

Helping to improve language literacy development in second language learners is another reason graphic novels are great educational tools. The contextual clues provided by the illustrations in graphic novels can help SSL students to better understand the text. Graphic novels can play a crucial role in an SSL’s vocabulary development by introducing them to non-standard words and phrases such as slang, idioms, onomatopoeia, and abbreviations, not found in usual text-books (Lyga, 2005). ESL students can also learn about the culture of the language they are learning through graphic novels.

After you have convinced others of the benefits of graphic novels, it is now time to choose your collection. This has become more difficult due to the wide range of graphic novels now available for education settings. Though many graphic novels are fantasy, range and variety of graphic novel subject matter includes non-fiction, classic literature, narratives, and biographies. A great example of this is Art Spiegleman’s Maus: A Survivor’s Tale, a biographical story of Spiegleman’s parents in World War II during the Holocaust.

The selection of graphic novels for your classroom or school library is very important. First, it is important to be sure that the titles you chose are developmentally

Volume 1, Number 1 Fall, 2007appropriate for your audience. For example, you would not give Maus to a first grade student. Due to their violence, I would suggest not purchasing war or crime graphic novels for elementary students. You may also want to look at your school’s curriculum before purchasing graphic novels. Matching your graphic novel choices to your school’s curriculum will give you or your teachers a different way to introduce new material. Some publishing companies have published biography and historical event graphic novels that are very good at introducing new people and events.

There are other criteria to look at when choosing graphic novels. Are your students going to be interested in the novel you are considering? This can sometimes be hard to judge because of the varying tastes of students, however, if you look at a graphic novel, and you can picture a specific student of yours being interested in it, then it is probably a worthwhile choice. Other criteria to look for when choosing graphic novels would be humor, suspense, tragedy (depending on grade level), and use of imagination.

A major aspect that you need to evaluate before choosing would be the artwork. It is important to look through the graphic novels to be sure that the artwork is appropriate. The artwork is an area of concern for some parents and teachers, so it is imperative that the artwork is evaluated before the graphic novel is chosen (Lyga, 2006). A list of graphic novels and their appropriate grade levels are listed at the end of this article to help you begin making your choices.

While the history of the graphic novel in the educational field has been long and bumpy, many are beginning to see the great benefits that providing students with graphic novels can have. The conservative organization, Parents Television Council, even called graphic novels, “the best thing to happen for kids who resist the written word” (Lyga 2005). Graphic novels give the brain more of a workout than any other form of literature, and their use of graphic novels is an effective way to foster students’ love of reading. In fact, Nobel Peace prize winner Bishop Desmond Tutu once said, “One of the things I am very grateful to my father for is that, contrary to conventional educational principles, he allowed me to read comics. I think that is how I developed a love for English and for reading.” (Hill, 2004)

Graphic Novels for Elementary School (Grades K-6) Gaiman, Neil (2004). The day I swapped my dad for two goldfish. Harper Collins

Children’s Books. Gownley, Jimmy (2005). Amelia rules!, Volume 2: What makes you happy. ibooks

incorporated. Huey, Debbie.(2005). Bumperboy loses his marbles. AdHouse Books. Kochalka, James (2002). Pinky and Stinky. Top Shelf Productions. Marsten, Moulton (2004). Wonder Woman’s book of myths. DK Publishing. Runton, Andy (2004). Owly Volume 1, the way home & the bittersweet summer.

Top Shelp Productions.

Graphic Novels for Middle and High School (Grades 7-12) Bendis, Brian-Michael (2001). Ultimate spider-man: Power and responsibility.

Marvel Books. Brennan, Michael (2000). Electric girl. Mighty Gremlin. Lemke, Donald (2006). The Apollo-13 mission. Capstone Press. Smith, Jeff (2005). Out from Boneville. Scholastic.

Volume 1, Number 1 Fall, 2007 Spigelman, Art (1986). Maus: A survivors tale: My father bleeds history. Random

House. Takahashi, Rumiko (1995). Ranma _Vol. 1. Viz Communications, Inc. Talbot, Bryan (1995). The tale of one bad rat. Dark Horse Comincs, Inc. Winick, Judd (2002). Exiles. Marvel Books.

ReferencesBrenner, Robin (March/April 2006). Graphic novels 101: FAQ. The Horn Book Magazine,

LXXXII, Retrieved June 26, 2006, from http://www.hbook.com/publications/magazine/articles/mar06_brenner.asp

Hill, Ph.D., Robyn A. (2004). The Secret origin of good readers: A resource book. Retrieved July 8, 2006, from http://night-fight.com/secretorigin/SOGR2004.pdf

Kaye, Emma (2005). Seeressa the sage. Graphic Novels, Retrieved July 8, 2006, from http://www.graphicnovels.brodart.com/ask_seeressa.htm

Krashen, Stephen (February 2005). The "decline" of reading in American, poverty, and access to books, and the use of comics in encouraging reading. Teachers College Record, Retrieved July 8, 2006, from http://www.sdkrashen.com/articles/decline_of_reading/all.html

Lyga, Allyson A. W. (2006).Graphic novels for really young readers. School Library Journal. 52, 52-61.

Lyga, Barry (2005). Comics: a useful tool for English as a second language (ESL). Graphic Novels for your School, Retrieved July 8, 2006, from http://bookshelf.diamondcomics.com/PDFS/Schoolside.pdf

Lyga, Barry (2005). How comics can reach reluctant readers. Graphic Novels for your School, Retrieved July 8, 2006, from http://bookshelf.diamondcomics.com/PDFS/Schoolside.pdf

St. Lifer, Evan (2002, August, 1). Graphic novels, seriously. SLJ.com, Retrieved July 8, 2006, from http://www.schoollibraryjournal.com/article/CA236062.html?display=searchResults&stt=001&text=graphic%2Bnovels%2Bseriously

Volume 1, Number 1 Fall, 2007

Writing Notebooks: A Key to Unlocking the Student’s Mind

Amy CatlettAfter using writing journals last year with very little success, I was desperately looking for a

way to excite my students about writing. Our language arts classes are split so we teach writing as a

subject all by itself. When the students realize that they are going to spend 55 minutes a day doing

writing and grammar they cringe! My ultimate goal has been to learn something to keep the

student’s engaged and excited at all times about writing.

At the beginning of the year each student was issued a journal. The first assignment was to

create a graphic organizer called a bubble map about their favorite spot. After this they had to write

a paragraph using the adjectives on their graphic organizer to describe the place. BORING, right?

Well, I left the journals in the basket until I read about creating writing notebooks and I think I

struck gold. Now we use our journals for whatever we want.

I started by reading them a two minute mystery, and they had to write down all the clues they

heard. After this they got in groups and tried to solve the crime. Many sleuths were born on this

day. Next, we wrote our own two minute mystery and tried to get our classmates to solve the crime.

The class chose the best one, and we compiled a book of our own classroom mysteries.

The students are allowed to get their journal any time and jot down what their day is about

good or bad, with complete confidence that it will not have to be shared with the class. Each student

understands that I do from time to time read the journals and comment on what they are writing

about or I may even make suggestion about books they may want to try reading. They are

encouraged to use it to record the latest book they are reading and what the book is about. The

students enjoy not being tied down to having to complete the journal/notebook by a certain day, and

they write in it at least two to three times a week voluntarily.

I check the journals/notebooks about once every two weeks just so the students know that I

am interested in their writings. Students who really enjoy writings are able to share poetry,

drawings, stories, and events of their day. When a story is particularly good, I ask the student can I

publish on our bulletin board. What an honor this is for most! They love to see their work on

display. We have two bulletin board areas one in the classroom and one in the hallway. We use

these areas to display our class work, but they know it doesn’t have to be perfect just neat and well

organized. The student knows they have to be putting their best effort forward and the work can be

displayed.

Volume 1, Number 1 Fall, 2007Another reason to use the notebook is to allow students to write about things that are not in

the curriculum or are not in your current unit. For example, I am teaching a nonfiction unit now and

most of the students dislike having to deal with only factual information. They know that we have to

stick with the curriculum map and I have to stay on task according to the county and state standards,

but they know they can go to the journal and write or draw whatever they are feeling.

For your students that don’t really like to write encourage them to draw. When my students

spend pages and pages on drawing, I will leave them a note in their notebook to encourage them to

add captions or a story line to their drawings. I may say “Why is this person so sad? Or what are

you saying to me in this scene? Or does this reflect what your day has been like?” Sometimes I will

make a note to myself to be sure and go back and ask or talk to the student about their writings.

The notebook has opened up a new dialogue for me with my students when I write them

notes they can see that I care about what they are saying and I am not there just to teach. What a

difference this has made in my teaching. As a first year teacher last year, I was very standoffish—

almost afraid to get to close to the students, because I didn’t want them to think they that I was going

to be a push over. Now I have a much better relationship with the students and they know I can be

tough but I do love them. I make sure that they understand what I do is by choice, and I hope that

they will make a good career choice, also.

The other writing teachers in my school have started the notebook/journal and are also

enjoying the work they are getting from the students. Even though the 7th and 8th grade teachers are

not giving any credit for the notebook (yet) the response has been very positive. We randomly ask

students why they enjoyed writing in the journals and they said because there was no pressure to get

it right. They could write when they wanted and what they wanted. They did not feel the need to be

perfect even though they did correct their errors when they noticed them. My students tell me that

they enjoy reading my comments, and knowing that they have another outlet to share their feelings

without criticism.

If this seems overwhelming start small by encouraging your students to keep a section in

their notebook for free writing or drawing. Explain that they are not graded on content, but on effort

if you are taking a grade. Encourage them to do what comes most natural to them drawing, poetry,

storytelling, or just jotting down things they want to remember. I told my students that I often hear

something humorous or meaningful that I want to remember and I write it in my own journal. The

example I use is “there goes those lounge lizards at work.” This is a quote from M.A.S.H. and every

time I hear it or say it I burst our laughing.

Volume 1, Number 1 Fall, 2007Working with an ELL in Sixth grade

Ashley Underhill

Teaching sixth graders, or students in general, can often be trying at times. Middle school

teachers must teach to a wide variety of students; students who are pubescent, moody, and often

have socioeconomic factors (home issues) that don’t leave when they walk into class day after day.

However, this year I have experienced yet another student issue that was completely foreign to

me….an English Language Learner.

How do you teach day after day to someone who doesn’t really understand a word that you

are saying? This was the biggest issue that I have had to pursue this year. However, I must say that

English-Only Teachers in Mixed Language Classrooms by Joanne Yatvin has been my bible for the

classroom. I have applied many ideas from her book to help assist my ELL student (we’ll call him

Ron).

I have incorporated many of Yatvin’s guidelines for teaching ELL’s. First, I wanted to

establish a solid, initial relationship with Ron, so in the very beginning days of us knowing each

other, I pulled him aside to simply talk. We talked about his school in Mexico, his favorite foods,

friends, and etc. I could tell that he really enjoyed our conversations, which also gave me relief that

he could understand verbally (somewhat anyhow). For the first week in class, I simply asked Ron to

observe our classroom routine. He was polite and seemed interested in activities that we did in class.

During this week I worked on labeling various areas of my room for Ron (a strategy promoted by

Yatvin). I also came in contact with our local ELL coordinator to explain my situation. He

promised to stop by on Tuesdays and Thursdays to check on Ron’s work and speak with him. It

wasn’t long before I realized that simply checking on Ron’s work was not going to do the trick. Ron

simply didn’t understand much (if any) of what I was teaching in class, even with my modified

verbal assessments (another strategy promoted by Yatvin) and help from the ELL instructor.

However, I must make mention of the one lesson, thus far, that Ron has excelled in without

any modification (well not on my part anyway). Our class had been studying

immigration/emigration, and as a summative assessment activity, I established immigration

interviews where students were selected to play the part as an immigrant (interviewee) or as the

interviewer. Another Spanish student (who is extremely intelligent and speaks excellent English)

volunteered himself and Ron to be in a group. Ron was to be the interviewer/translator (which they

came up with themselves) and the other student the immigrant. The immigrant pretended as if he

Volume 1, Number 1 Fall, 2007only knew Spanish and Ron translated for him!! I was extremely impressed! I have great plans for

creating more lessons that appeal to Ron, especially since we will soon be studying Mexico!

The latest news concerning Ron is that his other teachers and I have decided that major

interventions (beyond what we can provide ourselves) are going to have to be implemented. We

now have an expert who will be assisting all of Ron’s teachers within the classroom. We are all very

excited about this, and we see a bright future ahead for Ron!

Volume 1, Number 1 Fall, 2007

Ideas for Working with ELLs in Middle School

Mandy Dock

There were so many ideas I got from this class and the readings, I don’t know where to start!

Being that I teach special education in the middle school, I found so many of the ELL tips useful

even though I don’t currently have any in my classes. Some things I really want to implement are:

Having a “Welcome Kit” ready for any new students that moves in during the year

Using the spelling techniques and mini-lessons to teach spelling to my struggling spellers. I

love the practice spelling sessions—they are so scared to even try sometimes! I want them to

feel comfortable trying even if it is not correct. With my five year old, if he asks to spell a

word, I tell him to give me the sounds. If he can give me the correct sound, even if the letter

or letters are not correct, I am thrilled! At least he can hear the sounds…we can work on

exactly which one it should be at a later date!

I also really like the idea of the monthly writer’s workshop and open a “gallery” that will stay

open for the other students to view for the month…what a great learning experience and

something for the little ones to aspire for!

The last thing I liked was the three ring binders of different classes of themed writings…I

would love to have something to look at and see what was going on in the past years and

what great examples for the kids to look at!

Since I don’t have my own classroom, some of these great ideas will be hard to implement.

But I certainly plan on sharing these great ideas and pressing the teachers to jump on board and

see what we can get accomplished! However, the spelling tips will be implemented tomorrow!

Volume 1, Number 1 Fall, 2007Teaching Spelling: It No Longer Has to be Dreaded

By Johnah Brown

Teaching spelling skills to young learners can be very challenging for a teacher. Getting

children to grasp the thought of stretching out and hearing all of the sounds in a word can be tough.

Most children only jot down the few sounds that stand out to them, mainly being the first and last

sound. Recently I have learned a few spelling activities to implement into my kindergarten

classroom. The activities Shelley Harwayne includes in her book, Writing through Childhood, teach

spelling through modeling as well as independent practice. As educators, we must remember that in

spelling, practice makes perfect.

When working with young writers, a teacher should encourage students to take risks in their

spelling. At first, many new writers will just jot down some letters they see around the room. In the

beginning it is important to remember that the attempt is what is important, not the correctness. As a

group of students grow and actually begin writing letters for the sounds they hear, the teacher should

remind the students of the resource material in their classroom and demonstrate how to use them.

The teacher should point out alphabet charts, dictionaries, etc. The teacher should also model on a

daily basis how to verbally stretch words to hear each sound. One activity that I currently do in my

classroom is writing a daily message with the help of my students. In the daily message, I will have

the students help me think of a sentence to write. After that, I will have students help me write the

sentence. At first, I sound out the words for my students so that they can see how to stretch the

sounds. Once the children begin to grow in their spelling skills, I let them attempt to sound out the

word and spell it independently.

Other activities that I have implemented in my room for teaching spelling include “Inventors

and Scribes”, one-on-one conferences, and basic spelling practice. Inventors and Scribes is a game

that allows the children to create their own spelling of a word. The teacher presents the students

with an object or a word and then allows the children to work in groups to think of a spelling for the

word. Once the children have attempted at the spelling, the teacher collects the words and places

them on the board next to the proper spelling. Then, as a class, the students discuss what is different

from their spelling and the correct spelling. This activity allows the children to explore “grown-up”

spelling and use what they learn to help their spelling ability. My children really enjoy this activity.

It allows them to explore the method of spelling and learn through teacher as well as their peers. As

result to this activity, many of my students have learned how to listen for the “hidden” sounds in a

Volume 1, Number 1 Fall, 2007word. In other words, my students learned how to stretch the sounds to make sure that they are all

heard. The one-on-one conferences provide wonderful opportunities to guide students through

complications and frustrations. It also provides and opportunity for teachers to encourage shy

writers. Many young writers have to be prodded before they will attempt anything. The conferences

also allow time for praise when due. When proper spelling is found, the teacher should share it with

the rest of the classroom. Before, I rarely did one-on-one conferencing with my kindergarten

writers, but now see the benefits of it. These conferences give me the opportunity to provide for

each student’s individual needs. In my classroom, I have a wide span of writing abilities, which

makes it hard to teach a curriculum that is efficient for each and every child. I have also discovered

that conferencing challenges my students to do their best, because they love getting to share their

work with me. It has encouraged them to create a work that they can be proud of. The other

spelling activities that I have implemented into my classroom include the use of pictures, book

covers, magazines, and even the children in the room. I give the children something to look at and

then challenge them to spell the word that goes with it. My children personally enjoy the book cover

activity the best. I show them a book cover (with title hidden) and ask them to create a title. I

normally use these activities during literacy centers. These spelling drills have really strengthened

the spelling ability of my class as a whole. They are more willing to take risks and are learning how

to stretch out a word to hear all of the sounds. Through each of these instructional tasks, the students

are learning spelling rules as well as putting to use the rules they already know.

Through reading the text produced by Shelley Harwayne, I have learned that teaching

spelling does not have to be a challenging process. Rather, I have learned that working on spelling

skills with young learners can be quite fun. Her text taught me how to engage my students in the

instruction rather than just babbling off a bunch of rules. Altering the way that I teach spelling has

increased the writing abilities of the majority of my students. They have gone from timid and weak

writers to bold and strong writers, willing to try anything. Not only have their skills improved, but

their effort and desire to write has bloomed as well.

Volume 1, Number 1 Fall, 2007

Are You Ready for an ELL student? Here’s Help!

By Kim Davenport

Having a student who is learning how to speak English can be a scary and nerve wracking

experience. It is important to find out a little bit about the student’s interests and reading level in his

or her native language. This will help in deciding what types of services to put in place for their

English language learning. It is important to fill your classroom with a wide variety and educational

level of books, videos, music, and magazines for the enjoyment and exploration of the students

learning a new language.

Items for a mixed language classroom:

1. easy trade books2. high-quality picture books3. books with humor, adventure, and folktales4. illustrated informational books5. comic books6. graphic novels7. extensive picture file8. common objects such as furniture, dishes, dress-up and play clothes, small plastic animals,

puppets, etc.9. videos, filmstrips, books on tape10. movies and popular songs11. magazines and newspapers

Having some of these items in your classroom can encourage students to learn language for

authentic purposes and their own enjoyment without being self-conscious or embarrassed.

Another idea to help your students become acquainted with the language and your classroom is

to prepare a welcome kit. In this kit you might include some of the items from the list above.

Depending on the age of the student, you could include labels for common objects and let the student

go around putting the labels where they should go. This will really come in handy when you have an

ELL student show up one day with no warning. If you have one of these already prepared you life

will be much easier when faced with this nerve wracking experience!

Volume 1, Number 1 Fall, 2007

Third Grade Memories

By Crystal Harris

After reading the first five chapters in the book, Writing Through Childhood, I decided I

wanted to write this year to preserve memories. I wanted students to pick up their writers notebook

in twenty years and “hear” their third grade selves.

I started by giving each third grader a composition notebook. I put out the crafts box and

glue. I told them that we were going to start something new. We were going to start a journal (boys

seem to hate the word diary) about ourselves. The journal was to be all about themselves and they

could use anything in the crafts box to decorate their journal. We spent the few days decorating and

allowing them to dry.

The fist week after decorating, we opened our journals and wrote a letter to our grown-up

selves. I let them know ahead of time that I was not going to be looking at the grammar or judging

their capitalization. I was looking for expression and details. I asked them to write something they

wanted to read about in ten-twenty years.

The next assignment was captioned photo albums. I had students to bring in snapshot

pictures of things that were important to them right now. Those who didn’t have pictures, drew

them. I gave them choices such as family, friends, hobbies, food, sports, movies, music, etc.. After

they brought or drew the pictures, I had them glue them into the next pages of the book and write

captions for each picture. This took us about two days. The students put one to two pictures per

page. I brought a scrapbook from home for an example, and we looked at captions that were written

in our textbooks.

After finishing our captions, we moved on to an annotated timeline of their lives. We spent a

day reviewing different timelines. We did a web about what kinds of events could be on a timeline:

birthdays, important events, moving days, celebrations, etc. We actually did one together on the

board using my life. They did theirs on long yellow construction paper that we folded and glued into

their books. They really thought it was cool that the paper folded out when the pulled on it like a

pop-up book.

After finishing the timelines, we did several writing pieces about Thanksgiving. We only

started three weeks ago so this is a work in progress. Right now we are writing Family Recipes.

The students are bringing in their favorite family recipes to write in the journal and we are going to

write captions about them. I plan on doing several Christmas writings before and after Christmas. I

Volume 1, Number 1 Fall, 2007want to do an activity about the music they love. All of these ideas came from the book, Writing

Through Childhood and several of ideas can be found on page 256. The places you can go with this

book are endless. I do now that it will be cherished someday by both the students and the parents.

Volume 1, Number 1 Fall, 2007Poetry in the Classroom

By Roslyn Donley

Poetry is the essence of language. It is important in the lives of children. There are many

benefits that can be gained by exposing students to poetry reading and writing activities. Poetry is

an excellent venue to teach and reinforce grammar and vocabulary skills. I think that it provides a

focus for reading and writing and helps students learn how to be concise.

In my classroom, we recite poetry everyday. The poems chosen are based on weekly themes.

There is one poem that is my favorite and it is recited during our morning pledge activities. I usually

introduce it during the second week of school. ( It is entitled, “My

Country.”) The words are:

I know a lot about my country. Please forgive me if I brag. But, I know that it has fifty states and a very special flag. I know that it has cities and towns and farm lands too. It is home to many people. It is home to me and you. I know a lot about my country and I want to say out loud.My country is the U.S.A. This fact makes me quite proud!

I consider our poetry readings and discussions invaluable as a beginning to introducing

students to appreciating poetry. By providing students with frequent opportunities to hear and see

poetry about a variety of subjects, they will begin to listen to the sounds around them whether it is in

the lyrics of music or in the words of others. Illustrating poems is quite a delight to my students.

They enjoy drawing the characters in the poems as well as illustrating the setting. Another poem that

we have recited and illustrated is entitled, “The Penny.” The words are:

See the shiny penny, brown as it can be.Showing Abe Lincoln, for all of us to see.He had a bushy beard, and a tall black hat.A penny’s worth one cent. How about that?

We recite this poem during calendar activities and discuss the physical characteristics of the

penny, Abraham Lincoln, and how much a penny is worth. We also count the sounds, syllables, and

parts in the word “penny.”

It is important that students keep a journal about the connections they make between what

they read and what they write. My students keep a writing journal. They can write words, numbers,

Volume 1, Number 1 Fall, 2007

sentences, nouns, verbs, names, places, etc. This week, I introduced verbs. We learned that we use

verbs or action words, to tell about things we do. We made a list of verbs, or action words that tell

about things we can do. Then we used some of the action words to write a sentence. Two of the

words were, “dance and play.” The students were asked to use these words in a complete sentence.

The sentences were, “I dance to music.” – “ I play with cars.” We discussed that the first word in a

sentence should begin with an uppercase letter and that sentences end with punctuation marks. The

students wrote and dictated their own sentences using verbs and acted out their sentences for the

class which was a real treat. This activity helped to enhance independent writing skills.

I believe that poetry and writing activities offers students opportunities to engage with ideas,

deepens language skills, stretch writing abilities and share their own thoughts and emotions. It

offers valuable opportunities for language learning which helps students develop the language skills

they need to pursue life’s goals and participate fully in society.

Volume 1, Number 1 Fall, 2007

Dear Miss Lane…

by Tina Lane

Do you have a pen pal? If you don’t, you are missing an awesome experience. I currently

have 19 pen pals. Yes, that’s right, 19 pen pals. We have written about everything from pets and

favorite books to repairmen fixing the septic tank. No kidding.

It all started a few weeks ago. I was reading Writing Through Childhood and the author

suggested an interesting way to teach young children to write and spell the way kids spell hard

words. She suggested giving students high interest words to spell such as vanilla, chocolate and

strawberry. I decided to give each group a ‘secret’ word to spell.

After groups stretched the words and sounds and decided how to spell their word, I wrote

their word, in their spelling on the board. I asked the other groups to stretch those words and read

them. Their spelling was quite good—chocklit, vnilu and strowbarey. We discussed the fact that we

were able to read those words even though they were not spelled the same way grown ups spell

them. The main objective of this activity was to help students understand that it is fine to write a

word the way it sounds.

As I continued to read Writing Through Childhood, I read a very small section entitled

“Keeping Dialogue Journals”. When the author was the Principal of Manhattan New School, she

kept dialogue journals with 3-4 students at a time. In the dialogue journal, she and the students

exchanged letters. When I first read this, I was skeptical. Who has time for that?

A few days later, I decided to give it a try. I asked my students to write a letter to me in their

journals. Up to this point, we had only used our journals for our morning message (which I now

realize is quite boring!) I told them they were free to write about anything. I told them I would

write back to them and they were excited to hear this. That day I took the journals home to read and

Volume 1, Number 1 Fall, 2007respond. As I filled my tote bag with the stack of 19 spiral notebooks, I wondered why I would

have done something so crazy and time consuming.

That night I learned that one of my students loves “Aapll” (apples) and her cat “got in a fidt

wif a dog” (fight with a dog). I learned that one student was planning to go to his Nanny and Pa’s

house and he liked to “wock” his dog. One student told me that “Today the gis will come to my

hoows to fix the soorig tac.” Luckily he was excited about it so he brought his journal to me and

read it to me. Apparently there were “guys were coming to his house to fix the septic tank”.

Another student wrote:

“Dear Miss Lane, Can you come over my hows on thacsckeven? If you can not come too col {her phone number} but if you can come col that saam number. Love Leah.”

Yes, I did call the number she gave me to thank her for the invitation. I was hooked. I knew right

away that I had 19 pen pals that would be willing to write to me every chance they were given. The

next day, the same student who invited me to Thanksgiving Dinner wrote:

“Dear Miss Lane,

What is your favorite book? My favorite book is The Princess and the Pea.”

Her journal entry complete with illustration is below.

Volume 1, Number 1 Fall, 2007

A few days later, I asked my students what they would do if they were the teacher for a day.

I don’t always give them a specific topic, but they were excited with this one. One student came to

me and said “I need to know how to spell ‘boys’, so I am going over to the boys bathroom to read it

on the door.” I praised her and told the whole class what a wonderful idea it was to find those words

and spell them correctly. My curiosity was definitely raised when she wanted to spell the word

‘boys’. Her journal entry is below.

Volume 1, Number 1 Fall, 2007

I was immediately impressed and confused with her response. Obviously, if she were the

teacher for a day, she would have the boys dress up like a princess and crayola and dress and wig. I

love it, but I was totally confused with ‘crayola’. Why would she dress them in a crayola? I read it

several times. Nothing. I had to set it aside. I came back to it and read through it again and this

time I paid close attention to her detailed illustration. She would dress them in a crayola

—“crayon”—a CROWN! I believe she wanted to spell crown correctly and decided to look on her

crayon and read ‘crayola’. WOW! As I said earlier, if you do not have a pen pal (or 19 pen pals) you

are missing an awesome experience!

Volume 1, Number 1 Fall, 2007

Ants in the Pants: 10 Interesting Words and Phrases and Their Origins

By Angela Dickerson

For my final paper I read the book titled I Didn't Know That: From "Ants in the Pants" to

"Wet Behind the Ears" the Unusual Origins of the Things We Say by Karlen Evins. Karlen Evins is

a Nashville, TN resident, where she has spent twenty years devoted to journalism. She is the co-host

and producer of the national radio talk show Beyond Reason. Ms. Evins has long been a collector of

old books and uses interesting word trivia as conversation starters. Most of the people she has

spoken with have been impressed by her knowledge and constantly remark "I didn't know that!",

hence the name of her book.

This book lists several commonly used words and phrases and tells the origins and story

behind each. I chose this book because I myself have often wondered where some of our words and

sayings originate. Here are ten of my favorite words or phrases from Ms. Evins book. These

explanations made me say "I didn't know that!"

1. Ants in His Pants- This was actually an old English remedy for people who slept more that

their share or were lethargic. In other words- lazy! Ants would actually by placed in the

"patient's" pants to increase circulation, thereby remedying the problem- laziness! Wow! If

we used this prescription today, I'm afraid ants would be extinct!

2. Cold Shoulder- This saying also originated in old English and referred to a cold shoulder of

meat being given to passersby in rural areas. This cold meat was a sign to the hungry

traveler to move on and not expect any more hospitality.

3. Getting One's Goat- This saying originates in the early days of horse racing when goats were

put into the horses' stalls to keep them clam before the big race. To upset a competitor's

horse, opponents would steal the goat from his rival's horse's stall before the race.

4. Hick- This word originates in early American schoolrooms where corporal punishment was a

staple of discipline. Many rural area parents held tight to the belief "spare the rod, spoil the

child" and allowed the teachers to use hickory switches to whip the students for wrong-doing.

More progressive thinkers challenged the value of this type of discipline and came to call

communities who supported corporal punishment "hickory towns." Over the years it became

the shortened version we know today- hick.

5. Knock on Wood- I have used this phrase several times in my life and have always wondered

why knocking on wood would bring someone good luck. This phrase originates in pagan

Volume 1, Number 1 Fall, 2007times when people traveling through forests would knock on the trees to call upon the

protective spirits within to help them travel safely through the wood. I have never knocked

on wood and asked for luck in traveling, but I have knocked on wood and asked for luck in

getting a good grade on certain college class assignments!!! :)

6. Letting the Cat Out of the Bag- This phrase originates from the Middle Ages when Muslims

invaded Europe and pork was declared unclean. Pigs quickly became a hot black market

item, being sold in bags. Every now and then, a dishonest salesman would substitute a cat

for an expensive pig, leaving the customer in for a big surprise when they got home and

opened the bag!

7. Sabotage- This word has French origins dating back to WWII when weaving looms were

introduced. The workmen protesting losing their weaving jobs to machines jammed their

sabots (wooden shoes) into the looms.

8. Seventh Heaven- This phrase has its origins in the religion of Islam. Muslims believe there

are seven levels of heaven, the seventh level being formed of "divine light beyond the power

of the tongue to describe," according to Muhammad.

9. Skeleton in the Closet- In the Dark Ages it was not acceptable for doctors to study human

anatomy using cadavers due to societal fears of disturbing the dead person's ghost. So,

cadavers became a hot commodity on the black market, causing people to rob fresh graves to

sell the bodies to eager doctors. Many doctors were suspected of hiding dead bodies in

closets giving us today's meaning of "private or hidden secrets."

10. Wearing Your Heart on Your Sleeve- This phrase originates with knights who wore their

ladies' scarves as armbands, showing other knights and soldiers that he might physically be in

battle, but his heart was with his love! How romantic!!

This book was very interesting and easy to read. It was humorous as well! In a classroom I

can see it would have a lot of uses. For second graders one use might be in the form of journal

writing where you compare and contrast the student's derived meanings of certain words or

phrases and the actual meanings of the words or phrases. I can see lots of surprised faces and

hear lots of "I didn't know that!"

Volume 1, Number 1 Fall, 2007

Writing about Reading: Organizing Thought By Traci Lutz

When students are young, making connections is sometimes difficult for them to do.

Teachers must help the students with scaffolding so that the students can establish these connections

in their young minds. It is important that students begin to think about their learning at an early age.

Although the students that I work with daily are first graders, these ideas can be easily adapted for

any grade level.

I think that it is important to read and write across many different content areas. One of the

ideas that I used in my own classroom was to do a character comparison/contrast. For part of our

Thanksgiving unit, we read the books, Sarah Morton’s Day and Samuel Eaton’s Day. The students

were very interested in how different the lives of these Pilgrim children were from their own lives. I

wrote our weekly open response question to compare and contrast one of these characters with the

student’s own life. We generated ideas as a class and compiled them into a Venn Diagram.

Our class also created another Venn diagram as we are worked on our Christmas in other

countries unit. We learned about the country, the Netherlands. We talked about what life is like

there and how their Christmas is different from ours. I helped them to organize their ideas and then

we completed a Venn diagram to compare Christmas in the Netherlands and Christmas in the USA.

Graphic organizers are also great to use in science instruction. During October, my class

studied the life cycle of pumpkins. I created an open response question to use with this unit. We

used a graphic organizer to draw the life cycle and write about each step of the pumpkin life cycle. I

modified a simple four-block organizer to do this. The students drew a picture of each part of the

pumpkin life cycle and then wrote about each step.

We have also experimented with other graphic organizers when we are working on our

reading. One of the organizers that we use is an idea tree. These are especially useful when

Volume 1, Number 1 Fall, 2007working with an expository text. We work on these as a class to help us review for our story tests.

Right now, I am modeling these for the students as we generate the ideas together. Soon, I plan to

have the students write their own idea tree. These are great to use to help ascertain comprehension

of a story before the assessment is given.

A story map is another graphic organizer that can be used. Narrative texts lend themselves

especially well to this type of graphic organizer. A story map requires the students to give the

characters’ names, the setting of the story, story sequence, and conclusion. This is another way that

the teacher can assess students’ comprehension of the text.

Another great use for graphic organizers is that after some teacher modeling, they can be

used for independent work while the teacher is working with another group of students. The

students are still working on reading activities, they are writing, and the teacher can assess their

comprehension of the story in one easy organizer.

I don’t believe that it is ever too early to teach students to think. Graphic organizers can be

used for many different aspects of learning. There are graphic organizers for predicting, character

comparison, sequencing, main ideas, vocabulary, math, social studies, science, and reading response,

just to name a few. Some of the graphic organizers that I use in my classroom come from the

Scholastic books, First Graphic Organizers: Reading and The Big Book of Reproducible Graphic

Organizers.

Volume 1, Number 1 Fall, 2007

Genre Studies in Writing WorkshopAndrea Wheatley

Writing has always been a challenge for me, even when I was in school, so when I became a

fourth grade teacher, I was scared out of my mind! Still being a fairly new teacher (this is my fourth

year); I feel that I am learning new things each and every day. Each year that I have taught fourth

grade, I have taught writing differently. Most of time spent trying to teach writing has been trial

and error—mostly on the error part! I just struggled with how to get kids to make a connection with

writing and what they read every single day. So, this summer, I made it my goal to find new and

interesting ways to help kids become better writers and not just “complete a portfolio.”

I feel that one of the best ways to learn about something is to go looking for other people that

have been successful and let them show you. That is when I discovered the website of a third grade

teacher in Michigan—Beth Newingham. I spent countless hours looking at her site and gathering

ideas I could use in my own classroom. Then I came across her genre posters she created for reading

workshop. (see end of article for list of websites). I decided to print them out, laminate them, and

hang them in my classroom for all students to see and refer to.

One of the very first things I did with my students was give them a master list of all the

genres and definition. They were divided into fiction and nonfiction and had various sub categories.

I explained to my students that by the end of the study, they would know all of those and be able to

give specific examples. You should have seen their faces! The next thing I gave my students was a

reading log. This is where they would track the books they read but also start tracking the different

genres. I wanted them to do this so they could get practice in identifying a genre.

Over the next two weeks, I taught a new genre each day. First we started with just the

difference between fiction and nonfiction. We would define the terms on our own, list specific

characteristics, and then come up with our own examples. Each day we would do the same thing

with the “genre of the day.” Mrs. Newingham had some examples of that particular genre on her

posters, but with the help of my school librarians, I was able to get more books and have the students

use them hands on during our discussions. After all the talk about the genres, I then had my students

write an example of that genre. This was the part they loved—especially when we studied mysteries

and poetry.

At the end of writing workshop time, I would allow the students time to share what they

wrote with their classmates. As a culminating activity, I allowed the students to choose their own

Volume 1, Number 1 Fall, 2007genre and write an example. Then the students got to read each others and try to guess which genre

it was.

This genre study was one of mine and my students’ favorite activities this year. We all

learned a great deal about how books and writing are tied together and how everything can fit into

some category. I found that by hanging the posters in the room and constantly referring back to

them my students remember what they learned and want to talk about it. They are using the genres

to help them write and also to help them pick books they like to read from the library. I have also

learned that reading and writing are connected in so many ways! This is just one way to make it

easier and make it on a kid-friendly level.

If you want to learn more about writing and reading workshops, visit Mrs. Newingham’s

classroom at http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/. For specific information on the

genre posters, visit http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Genres.htm.

Volume 1, Number 1 Fall, 2007

A Must Read

By Jamie Morris

If you struggle with teaching writing or are just looking for new ideas, you absolutely must

read Writing through Childhood Rethinking Process and Product by Shelley Harwayne. It is full of

creative ideas for children of all ages. The following are several different examples that I tried with

my students and found to be successful.

Teachers often encourage students to write on a given topic. However, from this book, I

learned that children can create very unique topics on their own. After instructing my students to

choose anything from their personal experiences to write about, I discovered that very simple things

like going to the dentist and riding the school bus are apparently very major experiences to a child.

The students used lots of emotion and description on the topics that they chose on their own because

these daily happenings are of interest to them. One of my students wrote a wonderful personal

narrative about a phone call his mother made to the school. He had lied to his mom about having a

spelling test because he wanted to ride 4-wheelers instead of study. This student knew that his

mother would not allow him to go outside if he did not know his words. She found it very odd that

he didn’t have a typical Friday spelling test so she called to make sure. The student wrote about the

feeling he got when the phone rang and how he just knew that it was his mom before I even said a

word. Prior to reading this book, I would have never encouraged my class to write about a simple

even like this because I would not expect that there would be enough details to write a good piece.

However, I was wrong because this was one of the best personal narratives written by one of my

students. It was great because he was able to be very descriptive and expressive. Although this

event was minor to me, it was huge in his eyes.

From this reading, I also gained useful information to be used during conferencing. I spend a

huge chunk of our writing time conferencing with individual students. My biggest obstacle is

getting the other students to work independently. The other students are constantly interrupting. To

prevent interruptions and discipline issues, teachers should teach mini lessons on the expectations

during a writing class. The author suggests that during the first few weeks of school, teachers teach

how to use materials well, how to use soft voices and be respectful, how to think of topics, how to

spell hard words, what to do when you finish a piece, and how to share work with a friend. By

addressing these issues at the beginning of the school year, the students know what is expected of

them.

Volume 1, Number 1 Fall, 2007Another idea that I chose to use with my class was the use of newspapers. I was amazed to

discover that so many of my students were unfamiliar with newspapers. I brought in newspapers for

each student and they cut out all the letters that they could find. We specifically chose letters

because that is what we were focusing on at the time. The students enjoyed finding letters in print

and it gave them more of a purpose for letter writing. They were able to make a real life connection

to why we write letters.

Possibly the most major thing I learned from this book was the importance of publishing

student work. Most of the time, students are asked to write for different reasons, but they hardly

ever get to share their work outside of the classroom. Students should be able to get some

recognition for their hard work. The author provided some very creative ways to display the

students’ pieces. The librarian could set aside a particular section of the library for student created

writing. My favorite was displaying student pieces in local restaurants or coffee shops.

School web pages and newsletters are a great way to share students work with the community.

Another wonderful idea was the “Principal’s Gallery.” Students look up to the principal and seek

approval from him/her. By placing a bulletin board outside of his/her office strictly for displaying

student writing, the students would be greatly motivated to do their best.

In conclusion, I highly recommend this text for all teachers. Although we all come up with

great ideas on our own, it is always wonderful to learn more ways to have fun with writing. When

creative ideas like Shelley Harwayne’s are available, we should definitely take advantage of the

opportunity to improve our teaching skills.

References

Harwayne, Shelley. Writing through Childhood Rethinking Process and Product. New Hampshire:

Heinemann, 2001.

Volume 1, Number 1 Fall, 2007

Using ELL Techniques with a Student with AutismUsing ELL Techniques with a Student with Autism

By Sabrina MurrahBy Sabrina Murrah

Although I do not have English Language Learners (ELL) in my classroom at this time I did

take one of the techniques that I learned from Joanne Yatvin’s English-Only Teachers in

MixedLlanguage Classrooms: A Survival Guide and tried it out. This is my first year teaching

kindergarten and my first year teaching lower functioning students. I have a student in my

classroom that was just recently diagnosed with Autism. Before school started I received records on

her that said she does not talk except when she does not get her way and then it was not very

pleasant. She has a history of throwing herself down in the floor and kicking and screaming when

she was asked to do things. I was not at all sure how I was going to handle this situation.

After reading the chapter in our book on how to prepare for an ELL student the thought

crossed my mind that I would do some of the same things for this student. She had such a severe

language deficit that it was as if I were teaching an ELL student. The book suggested that the room

be covered in visuals. Everything should be labeled with a picture and the word written in English.

So I went to work printing out the numerous pictures to label everything in my room. Every door

said door, chair said chair and they were all accompanied by a visual picture. I was not at all sure if

this was going to work but nothing else had worked up to this point.

I also made visuals for things I wanted her to do like sit down in her chair, line up and

even to be quiet. I had visuals that said yes, no, and even you are doing a great job. These visual

were placed on a ring so that I could ware them around my neck for easy access. I made a picture

schedule so that she would know what she was expected to do next. Each different activity had it

own picture that had Velcro attached to the back. The schedule was displayed on a foam board that

also had Velcro so that they could be used over and over. To prepare her for transitions she was told

several times ahead of time what was coming next.

When she first came in all I had to go on was the records that were sent from her old school.

They were not very positive and said that she would not comply with any direct instruction. She

would not sit when told or line up, nothing. I had decided that the reason she would not do anything

is that she did not understand. Although she was five and a half years old she did not understand

what was being asked of her. My aids and I spent many hours modeling what we wanted her to do.

If we wanted her to line up we would first say the request, then show her a visual and then finally we

would go to the door and line up. It only took about three days for her to understand what line up

Volume 1, Number 1 Fall, 2007meant. After that point all we had to do is show her the visual and she did it without hesitations. At

this point we do not even have to use the visuals because those words are now in her vocabulary.

Another thing we are working on with her is potty training. In my classroom restroom we

have a step by step chart on what is expected when she go to the restroom. We are not completely

successful at this point but she is no longer fighting us when we take her to the bathroom.

This has been a great experience learning what to do when we get ELL students in our

classrooms. Although I have never had one in my room I did utilize the information on one of my

lower students. I can not imagine going somewhere where I did not understand a word anyone was

saying let alone being expected work. How horrible it must be for a child not to understand what

someone is telling them and being foreseen a trouble or noncompliant. I am so glad that I read that

chapter and had a heads up so that I can help this child become more successful.

Volume 1, Number 1 Fall, 2007

Dear DiaryBy Evelyn Slaton

Barney Bear seeks adventure! This fun-loving easy to care for bear would love to come for

the weekend to your house soon. He travels with his journal so that “he” can write about all the fun

he has had with your child. Then, he will come back to school and share his journal entry with our

class. The children are very excited about having the chance to take Barney home and I am sure that

you will appreciate the anticipation and encourage the excitement about this new adventure for

Barney and your child!

Above is the letter I wrote to the parents of my 2nd graders. The letter was used to inform

them about a new adventure that our class was about to take. Also, I needed to know that I had the

support of all of the parents so I requested they inform me if they did not wish for their child to

participate. Thankfully, none of the parents rejected the idea! Finally, Barney Bear was on his way!

I had no idea what I had gotten myself into with this journal!

As discussed through Writing Through Childhood, children should have real-world writing

experiences. I thought this would be a fantastic way for the children to write about their world

through the voice of Barney Bear. Although every child will get the chance to have Barney

eventually, good behavior is rewarded first. The children, when chosen, would get to take Barney

Bear home on Friday and return him to class, with his completed journal entry, the following

Monday. Once the ball got rolling on this project, I realized that the adventure was not only exciting

for the chosen child but for the whole class. We learned so much about one another and what our

lives are like at home through the journal entries.

Volume 1, Number 1 Fall, 2007

In the entry above, my student, Nicole and Barney Bear are at a St. Louis ball game.

According to Nicole, she was sticking her tongue out at her mom in fun. This was a very special trip

for Barney because according to Nicole, Barney got cold in St. Louis and needed a sweater. He

came back to class sporting a nice sweater and continues to wear it everyday!

In other journal entries, students gave me insight into what their home life is really like. For

instance, in one entry, the student writes about how he and Barney Bear visited his mom in jail.

According to my student, they “talked and laughed with mom for 15 minutes. My student even “got

to give her a kiss this time.” In another entry, “Barney” wrote how he and his new friend were going

someplace special if no one “got gronded for arguin.” (got grounded for arguing)

Throughout this course, and in Writing Through Childhood, I have learned to use student

writing examples as tools to see what I need to go over with students again. Although I did not point

out specific student work, I did plan mini-lessons for writing. For example, we discussed

punctuation and capitalization on more than a few occasions. Also, I looked at these examples as a

chance to praise students for their correct use of the skills we were learning that week.

-An entry that sparked a capitalization and punctuation mini-lesson-

Volume 1, Number 1 Fall, 2007

Barney Bear’s adventures often have included the parents getting very involved. In addition

to the planning of special things to include Barney, some of the parents actually made entries in the

journal. My students were very excited that their parents became so involved with Barney. One dad

took his daughter and Barney to see Santa! Barney has taken a hayride, and had rides on a fire truck,

boat, four-wheeler, motorcycle, and bicycles.

As the excitement about Barney grew, so did the need to involve him in more class time

activities. And, since students must take turns and can only have Barney Bear on the weekends,

when the class began learning about writing friendly letters, I had an idea! I suggested that the

students, when letter writing, may write to Barney if they wanted to do so. This was very exciting

news as often times, the students would say, “Oh, I had so much fun the other day, I wish I had

Barney with me.” I simply told the students to write a letter to Barney when they needed to tell him

something. I have provided two examples below.

Volume 1, Number 1 Fall, 2007

October 15, 2007 November 23, 2007

Dear Barney Bear, Dear Barney,

Hello. How are you? I hope you are I am on my way to Shoe Carnival to get

Well. I am going to get my new some new shoes. It’s Friday. We are in

motorcycle today. We are riding in my Paducah. We are in my mom’s van. It has

dad’s red truck. I like it there in my seven seats. When we get there, we looked

dad’s truck because it is big and tall. at Vans. We looked at Nike then New

Balance and we get the New Balance.

Your friend, Your friend,

Sam Perry

What started out as a small writing project has become much more for our 2nd grade

classroom. Barney Bear continues to seek adventure! He will continue to encourage reading and

writing with my students and involvement with their parents. He will continue to bring families

together for fun, adventurous weekends. He will continue to inspire classroom reading/sharing of

journal entries and writing lessons. And, he will continue to be the huggable friend that helps some

students get through tough times at home.

Volume 1, Number 1 Fall, 2007

How to Set Up a Writing Workshop for First GradeBy Allison Smith

Writing is only one part of daily reading instruction. But it is one very important part. One

way children learn to read is by writing. This article is designed to help first grade teachers set up a

writing workshop. I have collected ideas from several sources (see works cited) to create my own

writing workshop that I use in my first grade classroom.

When looking at a typical first grader’s writing in August and then again in May, you will

see unbelievable growth. But to get to where they are in May, you have to start somewhere. Young

writers need help producing and organizing their thoughts at first. Usually at the beginning of first

grade, students will be more comfortable drawing a picture and labeling it. Then, they move on to

writing a simple sentence. By the end of the year, with the teacher’s modeling and conferring, they

advance to writing groups of sentences or paragraphs.

To become exceptional writers, children must have time to practice writing every day as well

as direct instruction on skills. In my classroom, we try to write in our journals every day. This is a

fun free-writing time that helps students enjoy writing and expressing their ideas. I get them started

with a fun topic I think they will enjoy writing about and is easy for them to come up with ideas to

write about (such as pets, family, school, friends, holidays, etc). We have a specific time every day

where we do nothing but write. After students have written, they are allowed to illustrate their

writing if they wish. I usually set the timer and there is no talking allowed. We have quiet writing

time for about 7 minutes every day. When the timer goes off, students finish their sentence and we

have two of three students share their journals with the class.

In addition to daily journal writing, we have a Writing Workshop time where we work on a

specific writing piece (personal narrative, poetry, how to report, persuasive letters, etc) that we work

on throughout the week. Our Writing Workshop takes children through the writing process, one step

at a time.

Writer’s Workshops can be a meaningful way to invite students to practice and strengthen

their writing skills. Children need to feel good about themselves as readers and writers. They need

to know that the workshop is a safe place to take risks.

Writing and reading should start at the beginning of the year. In the first few weeks of

school, short whole class mini lessons are a great way to establish routines. Children need to know

Volume 1, Number 1 Fall, 2007what is expected of them and how the workshop will work. Some mini lesson ideas are: How to

Use Materials, Where to Find Materials, Ho to use Soft Voices and Be Respectful, How to Think of

Topics, What to do When You Are Finished, etc. Establishing routines and expectations early on

will allow children to work independently while the teacher is conferring with one student.

Mini lessons are also a great time to introduce grammar and punctuation skills (such as

nouns, verbs, commas, question marks, apostrophes, contractions, antonyms, etc).

Writer’s Workshops can be a meaningful way to invite students to practice and strengthen

their writing skills. Children need to feel good about themselves as readers and writers. They need

to know that the workshop is a safe place to take risks. We do not focus on spelling right away. Our

goal is to write. We will work on spelling when the revising and editing time comes. I try to teach

my students that every word doesn’t have to be spelled correctly when we are trying to write. We

can always go back and fix misspelled words. When we are writing, our focus is on writing, not

spelling.

At the end of every unit, we have a writing workshop that shows students how to prewrite,

draft, revise, edit, and publish/share. This year, we will write A Story About Me (personal

narrative), a How to Report (How to Make Candy Turkeys), a persuasive letter (Letter to Santa), a

Descriptive Paragraph, a Group Research Project, a brochure (Animal Brochure), as well as lots of

poems and journal entries.

Day 1 focuses on Prewriting. Prewriting helps writers gather and focus ideas. This is a time

for students to focus on analyzing the audience, set the purpose for their writing, and brainstorm

ideas. Audience awareness can be hard for first graders because they assume the audience knows

every person they know and everything they know. The purpose, or main idea, controls the writing.

It is the message the writer wants to share with the audience. Brainstorming can be a time for

children to focus on the purpose. Allow children to chat with a partner for 2 minutes to share their

ideas. After the chat, students should start working on their planning page.

Day 2 focuses on Drafting. This is when students will begin to write their ideas in sentences

and paragraphs. They use the planning page as a guide to begin to draft their writing.

Day 3 centers on Revising. Revising is most successful when directed by the teacher for first

graders. Students may use revising checklists to help them analyze their work.

On Day 4, students edit their work. Students can use self-editing tools to correct their work.

This is a also a good time to conference with the teacher to discuss student’s work.

Volume 1, Number 1 Fall, 2007Day 5 is about publishing and sharing. Students should be allowed to share their work in

some way. They can read it to the class as part of an Author’s Chair time. Or, it can be shared with

a partner. Or even hung in the hallway as a display or put into a class book. Some items are even

included in each students writing portfolio.

We end our writing workshop with evaluation -- self-evaluation as well as teacher evaluation.

The teacher with a writing rubric scores each piece of writing. I also ask students to evaluate their

own work – did they do their best, are they proud of it, etc.

A Writers Workshop should be a time to teach children about the writing process as well as

modeling how to write. It helps children focus on a topic and stick to it. At the beginning of the

year, we write together. I have included a sample daily lesson plan guide to share the writing

process with students. I have also included our first writing workshop lesson idea – A Story About

Me (Personal Narrative). It includes checklists, a plan sheet, and a scoring rubric.

Sample Daily Lesson Guide

Day 1 Prewriting Students

-Analyze audience-Set Purpose

-Brainstorm IdeasDay 2

DraftingStudents

-Talk with peer (2 minute chat) -Complete planning page

-Begin draftingDay 3

RevisingStudents

-Complete drafting-Begin revising

Day 4Editing

Students -Finish revising

-Edit work-Confer with teacher

Day 5Publishing and Sharing

Students -Publish work

-Share

STOP

(Revising Tool)

S Spelling Did I spell the words as best as I can by sounding them out and using word wall words? Did I use a dictionary?

Volume 1, Number 1 Fall, 2007

T Tells the Purpose Does my first sentence tell the purpose of my writing?

O Organization How does my paragraph sound when I read it out loud? Are there parts that do not make sense, do not flow, or sound funny?

P Punctuation Did I use the correct punctuation? Did I use capitals?

Writing WorkshopA Story About MePersonal Narrative

A personal narrative is a story about something that happened to the storyteller.

Writing Prompt: Think of something funny or unusual that happened to you and a pet or another animal. Write a story about what happened. Write the story for a friend to read.

Purpose – to EntertainAudience – a Friend

Revising Checklist

______ Does my story tell about an interesting experience in my life?

______ Does my story have a beginning, middle, and ending?

______ Did I use both telling sentences and questions?

______ Did I use words that show how I feel about the events in my story?

Editing Checklist

______ Did I spell words correctly?

______ Did I put capitals at the beginning of sentences and names?

______ Does each sentence end with the correct punctuation?

Volume 1, Number 1 Fall, 2007

Name ______________________________

Personal Narrative Planning Sheet Day 1

Title -- ___________________________________________________________

I have a pet _____________________________________

His/her name is ______________________________________________

One time _____________________________________________________

_____________________________________________________________

Sight I saw _____________________________________________________________

_____________________________________________________________

Taste I fed ____________________________________________________________

_____________________________________________________________

Volume 1, Number 1 Fall, 2007

Smell It smelt _____________________________________________________________

_____________________________________________________________

Sound I heard _____________________________________________________________

_____________________________________________________________

Touch It felt _____________________________________________________________

_____________________________________________________________

QuestionHave you ever __________________________________________________________________

__________________________________________________________________

ExclamationI love my __________________________________________!

Volume 1, Number 1 Fall, 2007

Name ___________________ Date __________

Personal Narrative Rubric

Scoring Rubric 3 2 1 Comments

Focus/Ideas

Personal story focused with clear details

Personal story clearly focused with some details

Personal story not clearly

focused with few details

OrderHas well-

developed beginning, middle, and

end

Has beginning, middle, and

end

Events told out of order

VoiceClearly shows

how writer feels about

topic

Shows some of writer’s feelings

about topic

No clear sense of writer’s feelings

about the topic

Word Choice

Vivid, precise word choice;

supports voice

Good word choice;

somewhat supports

voice

Limited word choice; does not support

voice

SentencesComplete

sentences; different kinds of

sentences

Complete sentences;

little variety

Some incomplete

sentences; no variety

RulesShow good

understanding of writing

conventions

Shows understandin

g of most writing

conventions

Shows understandin

g of some writing

conventions

Volume 1, Number 1 Fall, 2007Works Cited

Grade 1 Writing Curriculum: Week-By-Week Lessons by Kathleen A. Carden and Mary Godley-Sugrue

Reading Street Grade 1, Unit 1, Animals Tame and Wild Reading Series by Scott Foresman

The Teacher’s Guide to the Four Blocks: A Multimethod, Mulitlevel Framwork for Grades 1-3 by Patricia M. Cunningham, Dorothy P. Hall, and Cheryl M. Sigmon

Writing Through Childhood: Rethinking Process and Product by Shelley Harwayne

Volume 1, Number 1 Fall, 2007

My Writing Revolutionby Sandy Tinsley

As a fourth grade writing teacher, I am always looking for ways to advance my instruction

and motivate my students to become better writers. Many times, I feel that my writing class is the

same day-in and day-out, and in desperate need of a transformation. Kristen Painter’s book, Living

and Teaching the Writing Workshop, has inspired me to give my writing program an overhaul! As a

result, my classroom has entered what has become known as the “writing revolution”!

The first, and most difficult, change was to begin viewing myself as a writer. Being that I’ve

never felt confident in my writing abilities, this was quite challenging! However, I followed

Painter’s plan and began writing in a journal everyday. I reflected on my past experiences and all of

the things that have shaped me into the writer I am today. I thought about the reasons I feel the way

I do about certain elements of writing, and I actually learned about who I was as a writer.

Because I was so anxious to begin this writing revolution in my classroom, I had my students

complete the same entries as I was in their journals. It was a wonderful experience to actually write

side-by-side with my students! I was able to use a “think aloud” strategy as I walked myself through

such things as “writer’s block” and writing down my thoughts quickly, without getting hung up on

spelling or grammar, before the thought left my head. By far, these lessons were some of the best

models I have ever provided my students with.

After journals had been implemented for a couple of weeks, my students and I selected the

one idea from our journals that we would like to expand on. We began by rereading everything we

had written. I gave my students sticky notes for them to mark entries and write any additional

thoughts about how each entry could be turned into a piece. Many students had difficulty narrowing

down their entries and choosing just one idea to focus on. However, with the promise that they

could come back to other entries at a later time and turn them into pieces, they were able to make

their final selections. Imagine, having to promise students that they would be able to write

additional pieces later! I can honestly say that that has never happened to me before!

Once my students had their ideas, it was time to write our “publicity releases”. This is a

strategy that Painter recommends to help students find a focus for their draft. You begin by sharing

the blurbs from the back of chapter books that tell what the book is about, and the tone it takes.

These blurbs are similar to what the students will write, as they write a short summary of their piece.

Volume 1, Number 1 Fall, 2007My students had a blast with this! We ended up making them into posters and illustrating our ideas,

similar to an advertisement for an upcoming book or movie.

When everyone finished their publicity release and was focused on their idea, we dove into

writing the rough drafts of our pieces. This was a big change for me for two reasons: 1) I am used

to my students all writing the same genera at the same time, but now I had students writing

narratives, poems, and short stories; 2) Usually, I spend several days on the drafting phase. Painter

points out, however, that drafting should be done quickly. So, we only spent one class period on this

stage of the writing process.

The biggest challenge in this progression was in the revision stage. Painter states that

students must be explicitly taught how to revise beyond just adding more. Throughout the course of

the next four days, students worked with writing buddies and small groups, we made lists on chart

paper of things to look for (such as similes, adjectives for description, figurative language, etc.),

worked independently, and shared our ideas with the rest of the class. At the end of it all, we had

some of the messiest, but most productive, revisions of all time!

Very proudly, we spent two days typing our revised pieces. Then, students peer edited each

other’s work. We did this in phases. First, we read the pieces for words that had been left out.

Next, we read the pieces for punctuation mistakes. Then, we read the pieces for spelling mistakes.

The pieces were read one final time, just to make sure we didn’t miss anything.

Final pieces were read during a special writer’s luncheon, and were published in the hallway.

Although I have hung many stories and poems in the hallway before, this was by far the proudest my

students have ever been of their work…and rightfully so!

Even though this was the end of the writing process for this piece, it was not the end of the

writing revolution taking place in my classroom. We continue to write in our journals everyday,

both my students and myself, side-by-side. We continue to mark “promising entries” with sticky

notes, and persist in taking our selected entries through the writing process to be published. Seeing

the gains my students have made in writing in only a few weeks, I recommend Living and Teaching

the Writing Workshop to all teachers. You, too, can have a writing revolution in your classroom!

Volume 1, Number 1 Fall, 2007

Writing Done Write!

By Melissa Trabucco

Since enrolling in this class I have learned many new ways to approach teaching writing to

my students. I have included many of these ideas in my lesson plans in order to possibly make

learning how to write more interesting and fun for my students.

So I have decided to share stories about ideas I have used, and how they worked.

Before taking this class it seems that they just didn’t want to learn how to write simply because it

wasn’t fun. But honestly how many kids actually enjoy writing and the process involved.

The first idea I had came to me when we were writing our personal narratives.

The kids liked the idea of composing a personal narrative because they were talking about their

favorite thing, themselves. The students composed their first drafts and handed them in. That night

at home I read the compositions and circled errors in them for the student. Then suddenly I got to

thinking that the students expect me to find errors in their writing and probably wouldn’t t try to fix

them as well for me. So I took

Hillocks suggestion for using collaborative groups and tweaked it a bit. I chose to divide my

students into groups of two based on their personal choice.

I chose to divide my students this way, because I feel at this age it is important for the

students to feel comfortable with the buddy they are working with. It is my belief that if the student

is working with a friend that they know well they will be more open to the suggestions and the

criticism offered. This idea became known as “buddy grouping.”

The students were instructed to take turns reading their personal narratives aloud to one another.

Once everyone in the group read their narrative, the group had two minutes to reflect on what their

buddy’s writing and record two positives onto the post-it notes that I provided and that is how the

term “positive post- its” came to be . Along with the positives recorded on the post-it, I also

Volume 1, Number 1 Fall, 2007instructed the students to include two improvements as well. Now I know what you’re thinking,

how can they be positive post it’s if you include improvements on them? But the answer to that is

simple. When referring to the improvements I told them to make them in a positive way. Not to be

hateful but to be helpful to a friend in need. I was amazed by the sincerity my students showed when

developing their positives and improvements.

Once the group discussion was complete I had the students return to their regular seats for

discussion. Once seated, I asked the class what they thought we needed to improve on. I recorded

all of their thoughts on the board and we discussed ways in which we could accomplish each. Just to

make sure they “got it” I put an average example of a former fifth graders narrative on the overhead

projector. I called random students up to the overhead projector to use a marker and make

suggestions on how that paper could be made better. Once that was completed, I allowed the

students independent time to work on their own papers. By taking the other students advice on

improvements they could make, their own compositions began to take shape.

After about a week of working like this our personal narratives were finally complete. I feel

that this idea was great and that it accomplished many things. Not only did the students enjoy

writing their narratives, but most of them turned out better than I had imagined. What a sweet

victory that was both for me and for my students.

So now you asked how well did this idea work? I had those all too familiar reluctant

students that otherwise wouldn’t even pick up a pencil to write, listening to other students as they

shared and offered up suggestions to help them improve it. This is an idea I will recommend to any

writing teacher, because it makes me feel very good to see the students enjoying writing and helping

each other in such a heartfelt way. By the end of the week not only did they enjoy the process, they

each learned how to work cooperatively with others. The students were proud of their work and so

was I. In conclusion my once hesitant uninterested students evolved into willing writers.

Volume 1, Number 1 Fall, 2007

I Thought That I Knew A Lot About ReadingBy Martha Barks

At the beginning of this course I thought that I knew a lot about reading. I have taught

kindergarten for four years and feel that I have been successful at teaching my students to read. I

thought that I really wouldn’t learn anything more about teaching reading to kindergarten students. I

thought that it might be geared more for upper grades. Boy, was I wrong!

The first thing that I learned was about Cambourne’s Conditions for learning. I read the

article and went through the eight steps. Then I began to look at it in terms of “my classroom”.

While reading it I could easily put activities from my classroom into these steps. Then when I

connected it to teaching an ELL student, I didn’t realize how similar it is. When I get my students at

the beginning of the year, they are at entry level just like an ELL student is when he/she first moves

to an English speaking school. My students use this process in a way that they are learning letters

and sounds and then move on to reading words. ELL are at the point of starting out with frequently

used words into speaking fluently.

Another point that really stands out in my mind is Clymer’s study. In his study it shows that

most rules that we use in reading do not work more than 50 percent of the time. I know that the

English language has a lot of irregular words in it and other words that don’t follow the rules but I

never dreamed that these percentages would be off by so much. We teach Saxon Phonics at my

school as well as a Reading Series and all of the rules that he used in this study are rules that we

teach in our phonics program throughout the year. The biggest one was the rule when two vowels

go walking the first one does the talking. He stated that since this rule doesn’t work more than

half of the time, why teach it? I thought that our phonics program worked well but am now

wondering how our students would do if we did use a different approach.

Something else that I learned a lot about was reading the English-Only Teachers in Mixed-

Language Classrooms book. I enjoyed reading that whole book. I guess that I liked her book so

well because a lot of the activities and strategies that she used I could relate to in teaching

kindergarten. I liked the idea of using picture cards with everything. I also liked the idea that she

said to label everything. I hadn’t really thought about labeling everything in my room until reading

this book. I don’t have ELL students but since my students are just beginning to read, I can label

my room so that they become familiar with and recognize these words.

Volume 1, Number 1 Fall, 2007Another thing that sticks out in my mind is the article on dialects, grammar and writing. I

could not believe that people do not think that it matters if you teach grammar or not. I do feel that

grammar needs to be taught in order to be able to write well. I teach in a low income school, so I

thought that maybe it was just us when it came to having trouble with writing. It seems that they

don’t get to have a lot of experiences, so they can’t write about it. According to the article, most

teachers aren’t trained enough in writing. I am glad to have learned that it is not just our school, it

is every school.

One last thing that I learned about was the kidspiration lesson on rootwords. I had not ever

used kidspiratiion before and thought this was a great exercise. I learned that kids can find the clip

art, connect it to small chunks in words and find meaning in large words. Then they can place it on

power point.

In closing, I really have learned a great deal over the course of the semester. I am glad that I

have taken this class and gotten so many ideas to use in the future with my classes.

Volume 1, Number 1 Fall, 2007

Getting the “Big Picture” of Literacy

By Amanda Fox

I have learned a great deal this semester from our class. Reading and responding to several

texts covering different topics that relate to literacy, and reflecting on the implementation of some of

the ideas that I've learned, has made me grow as an educator. This class has helped me to put my

views of phonics, grammar, learning English as a second language, and writing into perspective. As

I think about each of these, I am reminded of one thought. How can I integrate these areas of

learning so that children are not learning skills or core content material in isolation? I believe that

children learn best when they can see the “big picture” and know why they are learning what they

are learning.

In thinking about how to integrate phonics, English vocabulary, and grammar into other

lessons so that lessons are packed full of learning, I turned to other colleagues and professionals. I

questioned them to gather more ideas about their views on phonics and grammar, being as they were

two controversial things discussed throughout this class, and their ideas of ways to teach them in the

classroom. One colleague really encouraged me to find ways to teach grammar and phonics using

children's literature. I personally love pictures books and took this suggestion with a smile. I spent

time looking for books in our school library, in the Title 1 texts sets located in our Title 1 teacher's

room, and I also looked online. I found many children's books that I would love to order for my

classroom to use for phonics and/or grammar instruction.

One book in particular, which I would like to share with you, really caught my attention. The

name is “Punctuation Takes a Vacation” by Robin Pulver. This was one of the books that I shared

with my colleague after my search. When I showed her the book, she became excited because she

had actually used the book before and had a play made from the book. The play came directly from

the text in the book. This resource had been passed along to her from someone else. Sharing

resources is such a wonderful thing. I have gained a lot of activities and ideas from sharing with

others.

I decided to use this book to help teach punctuation with my ESS group. This is a group that

usually has low attention span and does not become easily engaged in literature. They talk

constantly, interrupt each other, and yell out in class. I am constantly looking for new, engaging

activities to use with them. I was hoping this book would be one they would enjoy, and they did!

Each student stayed attentive while I read it, and several complained they were too far away and

Volume 1, Number 1 Fall, 2007wanted to be able to see it better. This book is about a class whose teacher decides to give

punctuation a vacation. The punctuation marks take off and, several days later, send postcards to the

students at the school. The students try to write back but can't without punctuation, so they borrow

the unruly punctuation marks from the class next door. They write a letter, begging punctuation to

return, that is full of punctuation errors. Then the punctuation returns. I find the book really clever

and fun to read. The students enjoyed the dialogue between the different types of punctuation. Each

punctuation mark makes comments using their own mark. For example, the colon said, “It's 11:00

now. Let's leave at 11:02.” There is also a part where the punctuation marks write postcards to the

class and my students loved figuring out who sent which postcard based on the message that was

written. The students would listen and figure out that this postcard was sent by the question mark.

After reading, discussing, and retelling the story, I had students recopy the letter sent by the students

to the punctuation marks, using correct usage. Each student had a copy of the letter and practiced

using the punctuation rules that we have been learning in class.

Once the students finished rewriting the letters with the correct punctuation, we went over

our changes to the letter. We discussed how editing our writing really helps to improve writing. As

an extension, I had the students get their writer's notebooks and pick a piece that they wanted to edit.

They spent time editing their own and then they share with each other the changes they had made.

We also spent a few minutes of peer editing.

This lesson was very fun for my ESS students and was very enjoyable for me to teach. Every

chance I can, I use pictures books to help teach concepts. I continually seek new ideas and ways to

use children's literature to help teach those specific concepts. This is a wonderful way to help

children learn while seeing the “bigger picture” of literacy.

Volume 1, Number 1 Fall, 2007

Writing Workshop: A Linguistic Approach for SuccessBy Lacey Groves

Teaching language arts in the classroom is a challenging responsibility for any educator.

Whether you help build the foundations of reading and writing in the beginning of a child’s

educational career or facilitate the fine-tuning of his abilities later on, you know how demanding it

can be. Understanding the complexity of language arts is the first step in helping make children

successful in their reading, writing, and language acquisition. As teachers, we try every avenue to

help children achieve their goals. It is sometimes overwhelming to note how many different ways

there are to differentiate learning for all children.

Interestingly enough, this has been a key factor in guiding my studies this semester.

Teaching Kindergarten definitely is a playground for experimenting with language arts in every way.

These children come to you with varying levels of knowledge. Some children already know how to

read, others are just learning how to recognize and form the letters in their name. Nevertheless, it

makes my job exciting in discovering new ways to teach my children to read and write.

Last year I came across a distinguished author, Katie Wood Ray, who had many ideas and

strategies for how to teach reading and writing to children at very young ages. One of her favorite

strategies to teach both reading and writing was that of writer’s workshop. After reading the

selected texts for this course and studying further, I found it motivating to see how similar ideas

surfaced from other notable authors. It has been my mission, since then, to try out Ray’s ideas and

expand upon her ideas on my own.

Writing workshop is an attractive way for teachers to get children motivated to learn new

strategies in developing their reading and writing skills. In a trial and error approach to writing

workshop, I devoted a portion of my day to inspiring children to explore the world around them

through reading and writing.

Each day my children listen to a selection from a children’s author in a mini-lesson around

the carpet. They are encouraged to notice the author’s style of writing, look at the illustrations, and

begin to understand the purpose of why the book was written. These small whole-group meetings

are crucial in helping children comprehend the mechanics of writing. In turn, they also gain valuable

insight and knowledge of how to read along the way.

After the mini-lesson the children are encouraged to take a “book” (three to four pieces of

paper white paper stapled and bound down the side) and write about anything they choose. I don’t

Volume 1, Number 1 Fall, 2007put any limitations on the children in selecting their topics. Children are walking storybooks. They

always have a tale to tell. For my apprehensive readers and writers, this “free choice” approach has

worked well in driving their creativity.

The children write, illustrate, conference with a partner, and revise their work before

presenting it to the class. This entire process may take several days in order to produce quality work.

While the children work independently on their own, I conference one-on-one with each child asking

questions and spurring further ideas. Again, this personal association with each child in his reading

and writing has brought about many teachable moments.

These ideas touch only the tip of the iceberg in learning how to put into practice a writing

workshop within your own classroom. I have learned many valuable lessons from children through

this amazing adventure, however. It is very important to design these workshops with the children in

mind. There are tremendous paybacks for allowing children to write like children. They understand

best how to write about topics that interest them. I’ve learned that many memories can be preserved

through reading and writing. And as a teacher, I am determined to be enthusiastic about writing our

ideas down for others to read and learn from.

This semester heightened my awareness of how to productively and meaningfully teach

language arts to young learners. I am excited to take the knowledge I have gained and use it to

intensify the success in my own classroom. I have only highlighted one strategy that may, or may

not, work for each of you as you embark on this linguistical journey. There are many other ways to

inspire children to read and write. Whatever the approach you decide to take, make sure you

understand how unique children are. Believe me, they’ll take you places you’ve never gone before!

Volume 1, Number 1 Fall, 2007

Learning to Teach Language Arts to English Language Learners

By Christin Jackson

The percentage of English language learners at the school I am currently teaching in is about

30 percent. I was quite excited about reading the suggested text English-Only Teachers in Mixed-

Language Classrooms: A Survival Guide. Even though I have taught with many Hispanic students

in my classroom for four years now, I feel like I could use more knowledge in how to best teach

these students with limited English skills.

I believe the students do learn from being around the English environment on a daily basis.

The ELL students tend to learn the everyday social language that is needed to perform the average

daily skills. Most of the ELL students often learn the English language faster than I expect them to.

I first learned to modify the ELL students’ assignments and not expect them to do what the English

speaking students are able to perform, especially in writing.

The author suggested that the writing assignments should be “short and simple” as well as

having a pattern they are familiar with (Yatvin, 2007). I have experienced this with my current third

grade students in writing class. One Hispanic student tends to need more help and support during

writing pieces. The other student seems to try more on her own, but needs some help to have more

meaning in the writing piece. I have learned not to require as much elaboration in ELL students’

writing pieces, since they are trying to learn the language even as they write. The pieces of writing

do not need to be as long as the English speaking students’ writings.

English language learning students also need to feel very welcomed and accepted in the

classroom. The teacher needs to accept the students and not make them feel out-casted. I think it is

an excellent idea to have a “welcome kit” for new students and parents, like the author, Yatvin,

suggested (2007). Providing new students with the necessary information, a welcome letter, and

important names with pictures are just a few items that could be included in the “welcome kit”.

Students also need to have a welcoming classroom environment to learn many new things,

which includes a new language. Teachers can help students feel more welcomed by including items

that relate to the ELL students’ cultures. Providing books in their own native language and using

songs or art from their culture are just a few ways to help them feel included. The students tend to

get excited when you discuss or refer to their own culture. I believe this helps build relationships

with the ELL students and lets them know that you care about them. Therefore, the ELL students

will show you more respect and become more involved if you help them feel important.

Volume 1, Number 1 Fall, 2007If a teacher is going to be successful in teaching ELL students, he/she will need to invest in

some ELL related materials. Students will need to have easier level reading books, a dictionary to

interpret the language, many picture vocabulary cards, and a teacher who explains things in great

detail. The teacher needs to make things as simple as possible for the ELL students to understand

and comprehend information. I tend to use many pictures to explain new vocabulary words.

Vocabulary is the main element of content that helps ELL students learn and comprehend

information. The meaning of words is the major area that needs to be focused on in curriculum of

ELL students. A student-made vocabulary dictionary that includes pictures is beneficial. ELL

students will gain more knowledge of vocabulary if instruction is given in small groups, or even one-

on-one instruction. Teachers should help build on their background knowledge when it comes to

reading. There are many ways to make learning successful with reading. My favorite activity is to

use a song to teach a certain skill. Students often enjoy the songs and become more active in the

lessons, as well as comprehend the information.

The leading key to teaching ELL students is to model. Teachers should demonstrate good

language skills, how they think as they read, and even writing skills. The ELL students will learn

many skills and lessons in language arts by simply watching the teacher. When teachers

demonstrate certain skills, they need to present the information in a variety of ways. On the other

hand, teachers need to allow ELL students to communicate the information through a variety of

forms. I have learned to let ELL students simply draw pictures when they are struggling with

writing something or putting it into words.

A successful teacher will always provide extra support for ELL students and their parents.

The students will feel accepted and know that the teacher is there for them when they need help. A

teacher should also be very understanding that learning a second language is a very difficult task.

ELL students have many obstacles to overcome in an environment with a new language. The

teacher should be the person to help them succeed.

Reference

Yatvin, J. (2007). English-only teachers in mixed-language classrooms. Portsmouth, NH:

Heinemann.

Volume 1, Number 1 Fall, 2007

The Joy of Poetry in My ClassroomBy Callie R. Wexler

As an avid writer of poetry, it brings me great joy to read the poetry of my imaginative

students. We find many excuses to write poems in my classroom and after reading Shelley

Harwayne’s book, Writing Through Childhood: Rethinking Process and Product, I have discovered

many more great reasons to write poetry during our school day.

In one part of the book, Harwayne mentions how she was inspired to write by things such as

a child’s crazy hat. I often allow my students to free-write poetry which gives them the opportunity

to be silly or gross or funny or whatever they might be feeling that day. They really enjoy having

this freedom every now and then because writing in school has become very structured and

functional. We have certain guidelines and regulations by which we teach the children to write in

order to ensure quality portfolio pieces and strong writers. However, I have a strong belief that

children also need time to think and write like children. My students have an unbelievable

imagination and way of expressing their thoughts about different ideas and topics. The poem below

is evidence of the imaginative and amazing students in my third grade class.

If I Jump Through the Sky

If I jump through the sky

I would go to Outer Space

And I would see Pluto and the hot, hot Sun

And the World.

When I get down from Outer Space

I would go home and

Tell my mom How Much Fun I had

Jumping in the Sky

The poem above was written by a nine-year student in my low-developmental reading class.

On this particular day, we were writing “If I...” poems. The students had the freedom to decide how

many lines or stanzas, what the topic would be, whether the poem would be rhyming or not, and how

to end the poem. The only portion of the poem that they were given was the first two words, “If I.” I

was so impressed with this child’s imagination because she knew in her mind that these were the

things she would take the time to see if she could jump into the sky and she had an inner assurance

that it was going to be a fun day.

Volume 1, Number 1 Fall, 2007Poetry in my classroom is also about demonstration. I often demonstrate how to write a

particular type of poem with the class before asking them to write that type of poem. I believe this

helps them understand that I make mistakes, I have real feelings, I am not afraid to try something

new, and so many other things. Some poems we have written like this are “Where I’m From” poems

and “I remember, I forgot” poems. Please see the attached poem “Preschool Through Second” for

an example of a poem we did together as a class that follows the “I remember, I forgot” form.

Harwayne notes on page 295 that “I allowed students to watch all the false starts, cross-outs, and

changes of mind as I drafted and continually reread and reworked my poems.” I agree that it is

extremely important for students to understand that sometimes poetry writing is a process that can

take a long time to get just right.

We often write poems in my classroom around the change of seasons or around the holidays

because the children seem to have a lot of details they can contribute to their poetry at these times.

The following two poems were written by students in my class, one about the Fall season and one

about Christmas. The Fall poem was actually tied to Science as they were required to include at

least three of our Science Vocabulary words in their poem.

Fall is Great

Fall is here, Birds Migrate,

Bears Hibernate, The neighbors are raking the leaves.

Deer are running happily, Everybody’s coming to celebrate Fall.

One Christmas Day…

One Christmas Day I woke up bright and early, One Christmas Day I opened my toys.

One Christmas Day I prayed thanks to God,One Christmas Day I started to play.

One Christmas Day I called for my mom, dad, and sisterTo come and open their presents.

One Christmas Day I heard a jolly “Ho Ho.” One Christmas Day I went in and wrote a letter for Santa.

One Christmas Day I couldn’t wait for next Christmas.

Although I am an avid poet myself and enjoy teaching poetry in the classroom, I am always

searching for new and creative ways to teach my children about creative writing. We ask them to

Volume 1, Number 1 Fall, 2007write in so many genres about so many different topics but I hope we never lose touch of their

creativity and innocence that shines through when we give them a little bit of freedom to write a

poem or a song or a story of their choosing. In closing, Shelley Harwayne put it perfectly in her

final paragraph in chapter nine.

“I do believe that children have several strengths that facilitate their ability to wax poetic. They are awed by things and not afraid to stare. They notice everything, paying attention to the tiniest of details. They love to play with language and they do so without ever being asked. They say things in surprising, memorable ways. They have strong feelings and are not afraid to show them. They love music and take to rhythm, rhyme, and repetition as easily as a fashion designer takes to window shopping in Paris. Teachers need to tap into children’s love of poetry and capitalize on these natural poetic strengths.” (Harwayne, 321)

I encourage other teachers to attempt poetry with a positive attitude and the assurance that

your students will surprise you and bring a little joy to your classroom with their poems.

Harwayne, Shelley. Writing Through Childhood: Rethinking Process and Product. Portsmouth: Heinemann, 2001

Preschool Through SecondBy the Students in Ms. Wexler’s Reading Class

I remember in preschool…I had lots of friends (Alex)

Someone’s brother hitting me in the stomach (Blake)Playing with my best buddy (Kaitlyn)Making a lot of glittery crafts (Alexis)

Playing with the bus (Cody V.)

I remember in kindergarten…I called my teacher, “Teacher” (Alex)

I wrote my name on a fake apple—it wasn’t very good (Kaitlyn)Playing with the toy bricks and knocking them down (Damian)

I got to hold real baby chicks (Alexis)Going to the hospital and getting my tonsils out (Cody V.)

I remember in first grade…When I had a wreck and broke my collarbone (Blake)

Volume 1, Number 1 Fall, 2007

Walking in the classroom—I was a new student—and meeting Mrs. Brooke (Kaitlyn)

Me and Selena slipped in the mud (Faith)When we were doing adding, I had a hard time with 20 + 20 (Cody)

I fell off the monkey bars and my two front teeth fell out (Alexis)

I remember in second grade…Throwing water balloons at a party (Nathanael)

I made my first 100 A+ (Alex)When me and Nathanael first turned friends (Damian)

Throwing up on the playground (Cody V.)I got all A’s on my report card (Selena)

I forgot…My teacher’s name (James)

My manners during tutoring (Cody V.)My homework (Alexis)

Volume 1, Number 1 Fall, 2007

The Importance of Writer’s WorkshopBy Charlotte Goddard

After spending many hours wading through and analyzing data from last year’s CATS test, I

have come to the conclusion that, yet again, another year, our writing is suffering. It is taking a

backseat to the many demands of public school curriculum.

Well, friends, I humbly submit to you that writing can no longer be viewed as a disposable piece

of the curriculum which we can simply sweep under the carpet. I submit that it is time to confront

our fears of writing head on with some targeted writing professional development. Considering the

meager funding that remains for professional development, and the school wide assessment-based

need for a stronger writing program, I would like to propose a solution. I feel strongly that we, as a

professional learning community, are the best source of professional development. Therefore I

recommend we each purchase a copy of Writing Through Childhood Rethinking Process and

Product. I believe that we will each individually glean jewels of information of which we can share

with one another through a few book discussion meetings. In order to be productive, I propose that

as we begin reading our assigned chapters, each teacher should begin brainstorming ways that the

ideas and concepts could be used in his or her own room. We can share ideas with each other during

each book meeting.

Please allow me to give a brief overview of some ideas presented in the book. Let’s start off with

the idea of writer’s workshop. The atmosphere of the entire school is one of a learning community.

Students are able to move freely through the school as they need to “research” or conduct surveys

for writing. Writing is emphasized as a link between reading and knowing.

The concept of writer’s workshop in this author’s mind is to have an uninterrupted daily block set

aside in which children explore books, authors, and genres in order to learn writing styles, spend

time writing, conferring, editing, and publishing pieces of work. The teacher models appropriate

minilessons in whole group, small groups, or individually based on needs. Most lessons are anchored

with a text which conveys the message of the lesson in question. For example, if a teacher is trying

to stretch a student to a more challenging structure for a personal narrative, she might read Daddy

Played Music for the Cows. If a teacher were trying to get her class to put more description in their

writing, she might read Motley the Cat and anchor a minilesson around the description.

Writer’s workshop should have consistent rules and routines which the teacher has trained their

students to follow with the intention of maintaining order as she walks around the room conducting

Volume 1, Number 1 Fall, 2007individual conferences. All students should be working on writing in some way. They should be

reading a book to help them with writing, or they should be writing, conferring, editing, or

publishing.

You might be thinking, how can a teacher keep her students writing? First of all, a teacher must

instill a passion within them for writing. The best way to do that is by modeling love for writing and

showing students the different purposes for writing. Next a teacher can begin building writing

fluency through the use of a writer’s notebook. Writer’s notebooks are, very frankly, a concept I had

never heard of before I began reading Writing Through Childhood Rethinking Process and

Product. A writer’s purpose has one goal and one goal only: that is getting a student to write. A

student can put any genre or style of writing he or she wishes in it. It can be a quick jot down list. It

can be a favorite memory. It can be lines of poetry moving through the student’s mind. The purpose

of the notebook is to develop writing fluency for sustained amounts of time. As students learn to do

this and develop a repertoire of writing, they can begin to pull out pieces to refine, to edit, and to

eventually publish. The raw pieces become foundations for breathtaking masterpieces. It is a matter

of gently guiding and directing students along with giving them artistic freedom to make challenging

choices about their writing.

I personally feel our school should discuss some criteria for implementing writer’s notebooks and

writer’s workshop. At our next book discussion, we should also discuss some indicators or criteria

for creating a supportive atmosphere for the writing workshop school wide. I can only imagine how

students’ writing will improve if we ignite a passion for writing within our children.