Posts Tagged ‘writing with children’
What do you think of when you hear the word rocket?
What images come to mind?
What verbs are associated with rockets?
What do they do?
Where do they go?
If you could design your own rocket, what would it look like?
Can you imagine what you would do if you were a rocket?
Have you ever built a rocket or know someone who has?
I searched Big Universe Learning for rocket …
Danny’s Rocket by Mia Coulton is the one I found
And I got some ideas …
This story would not be the same without the pictures it uses for illustrations.
Do you think the story was written to go with the pictures or were the pictures created to go with the story?
Different images would totally change the meaning of the story. I wonder if you and your students could create images to go with the story that would add an interesting twist to it?
There is a difference is just taking pictures and creating pictures …
How about starting from scratch?
Could your students write a story and then create images (either by drawing/paining/computer-generated or photographs) to go with the story?
What about if you threw in a twist and asked them to create the images first and then compose a story?
Look at this and the other Danny books and get inspired!
Danny is quite a character and featured in many other books from MaryRuth Books on Big Universe Learning :
Danny even has a facebook page!
Get over the idea that only children should spend their time in study. Be a student so long as you still have something to learn, and this will mean all your life.
~Henry L. Doherty
Catching up on my reading is one of my favorite things to do in that “lull” between the holidays and the kiddo’s return to school. In November and December I don’t even try to do any professional reading. The days – and thus my brain – are too crowded. What I do, instead, is add articles of interest and learning to my virtual library on Scoop.It.
Once we got past the coming of the end of the world, writers’ focus turned to learning in this digital age. Topics covered everything from what makes a good digital media diet for kids to learning behaviors and strategies. I am hoping that you will find some interesting tidbits in this list. The annotations and opions are my own.
The world is getting smaller and flatter. Learners want to own their learning very early and can do that by unpacking the [common core] standards with their teachers. It is time to bring back inquiry and encourage questions that have no right answers. ~ author
Adopting the idea that personalized learning is an umbrella as you begin reading really helps solidify the concepts in this article. The emphasis is on sharing: between / among teachers, from student to teacher, and among students themselves. Technology is a medium of learning, but the article makes it clear there is a lot more to it than that.
Dr. Fry has let me know that the graph is copyright free, but one cannot alter the graph or directions and still call it the Fry Readability Graph. Thank you to Dr. Fry for letting me know teachers can use the graph, copyright free! ~ Kathy Schrock
In addition to providing step-by-step directions on how to use Fry’s Readability Graph (pictured left), Kathy has links to several other tools (websites and software) for measuring the readability / reading level of a book. She also links to several databases of leveled books for kids.
source: Wikimedia Commons
Because their brains are still developing and malleable, frequent exposure by so-called digital natives to technology is actually wiring the brain in ways very different than in previous generations. ~ Jim Taylor, Ph.D.
Dr. Taylor’s article is both enlightening and frightening. Yes, technology can be good and help (e.g., video games and spatial development). He makes an excellent argument that our brains are always evolving. Still, the affect the physiological development of our kids’ brains is pretty startling. To think that it has an inverse impact on their development is a “wow” for me.
There is a certain logic to the idea that students can become better critical thinkers by completing writing assignments. Writing forces you to organize your thoughts. Writing encourages you to try different ideas and combinations of ideas. Writing encourages you to select your words carefully. Writing holds the promise (and the threat) of a permanent record of your thoughts, and thus offers the motivation to order them carefully. ~ Daniel Willingham
The source of interest for Willingham’s article is Atlantic writer Peg Tyre’s story “The Writing Revolution.” Willingham’s story hones in the value of teaching writing, and makes concrete the link (or ripple effect) between learning to write and other critical cognitive functions like reading and thinking.
I recently discovered a new-to-me community called Quib.ly, and one of the first questions I discovered was “Can technology help with children’s literacy?” There is only one answer to the question so far, and the focus is on the value of online writing and publishing tools. This, from a study by Dr. Christina Clarke, Head of Research at the UK National Literacy Trust:
… children who use online publishing tools such as social media platforms and blogging services enjoy writing more than those who don’t (57% vs 40% respectively).
Good news for a new year! Teachers – how are you using technology for literacy in your classrooms? Share your suggestions in the comments.
Posted on March 24, 2012 by Suzan Woodard in Classroom Ideas, Integration Ideas, Personal Experiences, Reading Lists, Writing.
Tags: Basketball Books for Children, Big Universe Author Tool, Coach Bobby Knight, Current Events, Hoosiers, March Madness, NCAA Basketball, Write about Sports, writing with children
add a comment
Basketball books for children on BigUniverse.com.
Sneakers squeak. Pep bands boogie. Whistles, buzzers and the thump of basketballs mark time, as history unfolds on basketball courts across the country. March Madness is underway, and fans with the fever follow progress of their favorite college teams on their iPhones, TVs, laptops and – for a small percentage of lucky ones – in person.
Just when I think all signs of “the bug” are gone, an image of a red-sweatered (former) coach flashes on the TV screen, and I – a fairly sedate Boomer mom – am transported back to the glory days of 1980s Hoosier basketball and birth of the nationally adopted three-pointer.
My grad student husband and I lived for six years in Bloomington, Ind., home of the Indiana University Hoosiers – then under the turbulent tutelage of Coach Bobby Knight. I was a newspaper reporter and scored some press passes to photograph Big 10 footage from the floor of Assembly Hall. It wasn’t long before the names of Isiah Thomas, Steve Alford, Daryl Thomas, Dean Garrett, Ricky Calloway, Keith Smart and Uwe Blab rolled off my tongue like a pro. It was exciting stuff for a media “newb,” especially the 1986-87 NCAA national basketball championship win. “Go! Big! Red!”
All that to say, there’s no age limit for March Madness. Adults and kids alike are susceptible. The online basketball books for kids on Big Universe may not starve a cold, but they will feed The Fever!
Two of the picture books are from our premium publishers, and the other three are books that members crafted with the Big Universe Author Tool. So… now’s the time to get your youngest basketball fans to do some extra reading. Then have them use the writing tool to report what they see as they watch their favorite team on TV or revisit an experience on their own teams.
Children’s Picture Books about Basketball on Big Universe
* NOTE: For other sports-related online books for children, click this Big Universe sports link.
Original John Leech illustration for 'A Christmas Carol' by Charles Dickens.
BigUniverse.com serves up a holiday classic, a tale by English writer Charles Dickens, that’s been reworked to appeal to children and reluctant readers of all ages. Saddleback Educational Publishing, one of Big Universe Learning’s education partners, has published an illustrated comics-style version of “A Christmas Carol.”
While typically loyal to literature in its original form, I appreciate the effort to draw in new readers. The educators who reworked this Victorian Christmas story retained key phrases and some of the more quotable parts. The stingy Ebenezer Scrooge is there in all his grumpy glory, as well as Bob Cratchit, Tiny Tim, nephew Fred, and the Spirits of Christmas Past, Present and Yet to Come, who help sway Scrooge’s cold wintery heart and restore it to one overflowing with good will and compassion for others.
Although first published in December 1843, the story is timeless, making it a great catalyst for discussion and creative writing. Many kids want to right the wrongs of the world, so “A Christmas Carol” is a good model for students to write their own modern-day story. The online writing tool on BigUniverse.com will make such an assignment even more appealing.
I served as a children’s writing contest judge for a number of years and read many submissions that naturally addressed societies’ ills. The entrants were like little primary and middle school Dickenses, who used their words to speak about cultures’ problems and to work through feelings about everything from the 911 attacks and tsunamis to bullying and the death of pets and loved ones. Just like Mr. Dickens, they used various intervention tools to render ethical and emotional transformation in their main characters. Nine times out of 10, they ended their narratives with words of hope.
“…God bless us, everyone.”
Saddleback’s A Christmas Carol (Illustrated Classic) uses vocabulary from the Dale-Chall model, (F&P GR: V Lexile: 500). To acquire additional materials, the publishing company provides a study guide and activities for the interactive whiteboard. According to the Saddleback website, “IWB activities feature 19-24 lessons in 168 screens (per title average) and include an introductory audio clip from the novel; words and meanings puzzle; words and meanings antonym pairs; word search; figurative language; cause and effect; and more.”
Other miscellaneous resources:
NOTE: You may like to read Elizabeth Peterson’s Big Universe blog entry “Variations on a Classic.”
Posted on June 12, 2011 by Suzan Woodard in Integration Ideas, Literacy, Writing.
Tags: Big Universe Author Tool, Brain Drain, creative writing, Develop Community, Empathy, Reinforce Vocabulary, Self-Reflection, summer reading, Writing in the Classroom, Writing Skills, writing with children
add a comment
The Big Universe author tool provides a fun avenue for practicing writing skills.
“Simply put, in the whole range of academic course work, American children do not write frequently enough, and the reading and writing tasks they are given do not require them to think deeply enough,” said Judith Langer and Arthur Applebee in “How Writing Shapes Thinking.”
That statement was written 30 years ago. Have things changed? Let’s hope so.
In The 2007 Survey on Teaching Writing, a national public opinion poll conducted for the National Writing Project, 79 percent of respondents felt reading and writing instruction should go “hand in hand” rather than over-emphasizing reading at the expense of teaching writing skills. Learning to write well was considered key “for students to acquire other skills such as effective communication, grammar and critical thinking.”
Big Universe has based its whole platform on this hand-in-hand approach to reading and writing, making its Author Tool and thousands of books available to teachers and students around the clock. If you have access to the Internet, you have access to these learning tools.
Big Universe members have read the digital ebook library’s picture books 1.19 million times and have used the website’s Author Tool extensively to enhance the classroom experience. To date, Big Universe’s statistics show more than 28,000 books and projects have been created by teachers and students at school and at home.
How can a teacher use the Big Universe Author Tool to enhance learning? Let me count the ways!
- Document Summer Reading: Children can use the Author Tool to create a written log to summarize the books they read during the summer, devoting one page for each story. They could type in the title, the author, the main characters and a summary and then describe a favorite anecdote or interesting fact from the book. The extensive graphics library enables students to illustrate their written work.
- Reinforce Vocabulary: Have children write, using vocabulary they have learned. This written practice will sharpen their thinking, improve reading skills and will carry over into spoken language. You can see an example of how this was done in the book Lee’s Leaders’ ABC Book of Fourth Grade Science, an imaginative book written and illustrated by Russell Cave Elementary students.
- Foster Creativity: Big Universe creates a climate for creativity. Just look at some of the titles of the member-created books on the website’s library shelves. They’ve authored stories of aliens and giant hamburgers and dancing animals just for the fun of it. They’ve written about holidays, relatives and their favorite sports. Big Universe’s Author Tool makes capturing students’ and teachers’ imagination easy. See the funny animated book titled “Party Farm.”
- Build Empathy Bridges: Sometimes embarrassment or cultural differences create barriers in the classroom, making communication hard. Big Universe’s Author Tool helps kids relate to one another. It gives them a voice, allowing them to express feelings and share ideas and perspectives. This can help build confidence, compassion and communication. Read “You Can Be Anything.”
- Personalize Instruction. Many teachers have crafted material to supplement classroom curriculum. When they couldn’t find books to flesh out their lessons, they simply created their own. Others used Big Universe’s inviting forum to complement an assignment. I loved the color poem project that one teacher gave students. Read “Pink,” “Blue is” and “Red.” Parents can author a story to reinforce a life lesson, too. Read “Sidney Crosby the Penguin.”
- Develop Community. “Maintaining a sense of ‘community’ in schools is essential to writing,” said teachers in statements submitted to the National Commission on Writing. Sharing written work is one of Big Universe’s core principles. This fun forum allows students to work together or share book lists and stories with each other. One Indiana teacher had her students each write a book titled “My Life.” The books are charming and give insight into the personalities of different classmates.
- Hone Writing Skills: Incorporating free-writing exercises throughout the school week will get students’ brains primed to think. It’s a great summer vacation activity to prevent summer brain drain, too. Have kids write free form for 10 minutes or more each day – not being overly concerned with spelling, grammar or structure. The goal is to get youngsters comfortable with transferring thoughts in their heads to “paper.” Ask children to clarify what they heard in class or saw on a field trip. Have them list questions that their experiences prompted. A summer blog is another option. Children can journal about going to the pool, making ice cream or going on vacation. Skills of observation will sharpen with practice and so will the ease with which children use words to paint pictures.
This is only a starter list. I am sure there are many other ways teachers have creatively incorporated Big Universe into their classrooms. Briefly share your successes in the comment box below to inspire your peers.
“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” – John Quincy Adams
Learning how to write sequentially can be tricky for an elementary school student, but it’s a vital skill in our increasingly digital world. A kid who can put events in chronological order and summarize them concisely will be well on his way to mastering not only reading comprehension and history, but also online communication – a life skill akin to doing one’s laundry, driving a car and paying bills. (See sequence words below.)
Of course, a broad vocabulary equips understanding and makes it easier to identify chronological order. That became clear in our family when my oldest daughter came home from elementary school with a paper covered in red ink. She was upset.
The paper was an exercise in recognizing chronological order. While she showed reading prowess, we quickly realized she had three strikes going against her before she ever picked up her pencil on this particular assignment. All three were due to holes in her personal experience.
I picked up the assignment. It read: “How to Make a Bed.” The hair stood up on my arms. “Oh…” I said, as Mommy Guilt gripped my abdomen. You see… our family is embarrassingly lax about making our beds. Unless we have guests coming over, our rooms feature rumpled sheets, pillows akimbo and a cat or two stretched among the linens.
Strike No. 2: We called our beds “our nests.” It was vocabulary that carried over from the pre-school days when our children pretended to be different animals every day. Getting in “your nest” was more fun than “going to bed,” so we retained the term to ease the angst commonly associated with bedtime. (As a matter of justification, a respectable couple I know refer to their bed as “The Burrito.” They don’t know that I know that, but it makes me feel better about the whole “nest” thing.)
The third factor that sunk my daughter’s chances of doing well on her assignment was that she didn’t know what a “bedspread” was. I know, I know. That sounds pathetic, but let me explain. Both of my daughters’ grandmothers were talented quilters, so each of our beds was topped with a hand-stitched work of beauty – not a Bed-in-a-Bag number from Wal-Mart.
…So, when my eldest had a leftover choice on her “How to Make a Bed” worksheet, she made a wild guess, inserting “Put on the bedspread, and smooth out the wrinkles” somewhere after “Stretch the mattress pad over the mattress,” but well before “Finally, put some pretty pillows on top.”
Unfortunately, “Spread the quilt” was not an option. My daughter had all the other steps in order, but had that one step out of order. However, instead of missing one point, the teacher had made six red slashes on her paper after the initial mistake. While generally a good teacher, Mrs. “X” could be a little, well, rigid.
For an instant, little puffs of smoke could be seen coming out of my husband’s ears. His expression said, “Storm the school!”
However, the mood was lightened considerably when my very verbal younger daughter piped up: “I hope I never have to put things in pathological order!”
Of course, the comedic timing was spot-on. We all ended up laughing. Then, we clarified that the term was “chronological order.” Secondly, we explained that most people used bedspreads, but that our family was special. We slept under colorful quilted covers that kept us warm with the love of two talented grandmothers.
Years have passed. My oldest is now a sophomore in college. She reports that she makes her bed on occasion. I’m pretty sure she does it in chronological order, too.
***
Recognizing different organizational structures during conversation and within written text helps with understanding. Components might include context clues such as time-sequence words, mood words, the mention of location changes, cause and effect details, and physical breaks such as chapter and paragraph divisions, poetry stanzas or a pause in conversation.
Chronology Signal Words
First…
Before going…
In the beginning…
In the winter… (or spring, summer or fall)
Years ago…
Before you were born…
Two hours later…
Soon after…
Between…
While I was at the dentist’s office…
Quick as a wink…
In a flash…
Afterward…
After school…
Later that afternoon…
Eventually…
When…
Next Sunday (any day of week)…
Instantly…
Finally…
For more ideas, check out “Writing: Chronological Order,” a StudyZone.org test-prep tool created by Pat Delia of the Oswego City School District in New York, or read “Mini-Lesson Planning for Sequencing,” a teaching guideline developed by Cassandra Yorke of Florida.
You also can use Big Universe’s Author Tool to practice writing in chronological order. Use the 5 Ws (who, what, when, where, why) to help summarize important information. Then, illustrate with any of the thousands of images in the graphics library.
Here we go! Summer is winding down, and the school year is gearing up. It’s kind of like January, just a whole heck of a lot hotter.
While it’s inevitable that the new year will pose some challenges, the first day of school brings to mind the old saying, “Starting with a clean slate.” All things are new and fresh. All things are possible.
The spontaneity of summer days is fun – but it’s sorta like hearing an improv session on the bongo drums. A little goes a long way.
The upcoming school year, however, resembles a really good drum corps that unifies syncopated cadences with a solid bass beat. The sound is powerful and engaging, inspiring people to dance, clap and tap their feet in sync with the rhythm. A good school does the same thing.
That paints a pretty picture, but the fact is that some students can’t hear the rhythm. Their little hearts are beating too hard.
The first day of school can cause nerves to jangle and imaginations to go into overdrive. However, parents, caregivers and older siblings can do a lot to calm fears and clear up misconceptions.
Talking about what to expect on Day One and in the following weeks at school helps little ones prepare for changes. Drive by or visit the school. Take time to ask and answer questions. If you have photographs of your first day of school, dig out those golden oldies and show them to your kids. They’ll get a kick out of them.
Help your child write a story about the new adventure ahead of him. It will be fun to reread at the end of the school year.
You also can read books such as “First Day Jitters” by Julie Danneberg and illustrator Judy Love. The Charlesbridge book is charming and rates 5 out of 5 stars on Big Universe.
Lobster Press has published a first-day-of-school themed book too, titled “The Little Dragon Who Couldn’t Breathe Fire.” It’s a cute story; take a peek.
Magination Press released a book by Dianne Blomberg back in 1999 titled “Sam and Gram and the First Day of School: A Story to Answer a Child’s Questions & Soothe Fears about School.” In addition to the story, two helpful sections have been added for parents.
A few years ago, the Monroe County Public Library in Bloomington, Ind., compiled an extensive book list about kids and their school experiences. Check it out.
If you can recommend other picture books about the first day of school, please share!
Best wishes and happy new (school) year.
Last week, I wrote about ways to make writing part of your family tradition. Here are a few ways you can authentically add writing to your family’s daily life:
- Have each family member make a list of things to do for the day/week.
- Write notes to slip into lunch boxes. End the note with a question. Ask your child to respond to the note in writing when he returns from school.
- Make a Top Ten List of. . . birthday gifts, games to play, chores to complete – endless opportunities. (see an example from our family below)
- Provide a Family Dialogue Journal in a central spot such as the kitchen. Write notes to each other in the journal. Provide different color pens to differentiate between family members.
- Make ABC books about favorite family topics (seasons, holidays, vacations, etc.). In my opinion, ABC books are timeless and this is an activity that can be enjoyed by children up through the end of elementary school at the very least. The complexity of the ABC book will depend on the age of your children.
ABC Book Models for Young Children:
Chicka Chicka Boom Boom: Anniversary Edition
by Bill Martin, Jr. and John Archambault
Alphabet City
by Stephen T. Johnson
ABC Book Models for Older Children:
When I taught fourth and fifth grade, I would often use Jerry Pallotta’s alphabet books as models for my students. He has written several books that tied into our science curriculum and so I would read aloud the book and then students would make their own ABC book based on our science topic. Here is just a sampling of some of his alphabet books. There are many more:
The Underwater Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Extinct Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Icky Bug Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Butterfly Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Ocean Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Construction Alphabet Book
The Yummy Alphabet Book: Herbs, Spices, and Other Natural Flavors (Jerry Pallotta’s Alphabet Book)
The Jet Alphabet Book
The Flower Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Bird Alphabet Book (Jerry Pallotta’s Alphabet Books)
The Vegetable Alphabet Book (Jerry Pallotta’s Alphabet Books)
Some writing samples from our family:
Our Travel Journal – We travel every summer. About three years ago (when my son was 4) we traveled to Georgia to visit family. To give him something to do in the car and while on vacation, I created a travel journal personalized to our trip. I simply created a template so that he could draw and write based on a prompt.
Our Beach Alphabet Book – We take a trip to the beach every year. During the same year we traveled to Georgia, we also stopped in Myrtle Beach. I was looking for something to keep my son occupied and also provide lasting memories for us. I created “My Beach Alphabet Book.” I encouraged him to think about the things we did and saw while at the beach. I had planned for him to work on his book during down time at the beach, but we didn’t seem to have much. So instead, we worked on it when we returned. This turned out to be a nice way to reminisce about our trip after we were home. He only completed a few of the letters, but we still have a nice memory of our trip that year. And best of all, I can see how his writing has evolved over time, now.
Top Ten Reasons We Love Daddy – Last year for Father’s Day, we made a book for my husband. The kids listed their top ten reasons they love their dad. I provided ten pieces of cardstock and had my son (in kindergarten at the time) and my daughter (an early 3 at the time) brainstorm reasons they loved their dad. I had my son write them and then I split each page in half so each could draw a picture pertaining to their reason. We did this for eight pages. The last two pages of the book, I had each of them write one individual reason each and draw one picture. I made a cover for the book, punched holes in it, and tied yarn to bind the book. Needless to say, it was a big hit! The kids enjoyed making it and my husband really enjoyed receiving it! Oh, and it was a really inexpensive gift that came from the heart!
(He reads books to us)
How do you incorporate writing in your family?
Dawn Little (aka Links to Literacy) also blogs at www.teachingwithpicturebooks.wordpress.com where she provides educators with picture book lessons based on comprehension strategies and the Six Traits of Writing. In addition, she blogs at www.literacytoolbox.wordpress.com where she provides educators and parents with tips and tools to enhance the literacy lives of children. She is the founder and owner of Links to Literacy, a company dedicated to providing interactive literacy experiences for children and families. Find out more at www.linkstoliteracy.com
We often forget that reading and writing go hand in hand. If we want to be a better reader, we need to write more. Conversely, if we want to be a better writer, we need to read more. Parents can help children reach higher levels of literacy not only by reading with them, but by writing with them, too. By weaving writing into the fabric of your family’s daily life, you are nurturing your child’s learning and can create traditions that will last for generations to come.
Creating a Write Start Environment
If we want to encourage a love of anything, we must immerse ourselves in it. Therefore, in order to encourage a love for writing in our families, we must immerse our families in writing. The easiest way to do this is to provide many opportunities to write during the day and to have writing materials easily accessible. Make your house writer friendly. Set up a writing center for your children – a space to free write. Provide plenty of writing tools: pencils, pens, crayons, colored pencils and markers. Provide different types of paper: lined paper, plain paper, stationery, envelopes, notepads, etc. Don’t forget construction paper, glue, and staplers for children to make their own books. Make the space fun and inviting.
Make Writing Relevant
Writing is learned best when it occurs in authentic situations. So, tie writing into what you are doing as a family. This may be as simple as having your child write out the grocery list for the week, write a recipe for his/her favorite meal, or to write thank you notes for gifts received. Special ways to make writing authentic: create Family Vacation Journals. Take pictures to paste in the journal and write about the event. Or create Family Activity Journals. You or your child can take pictures of day to day family activities. Place the photograph in the journal and then write about it. Aim to take one picture a day. One very special and easy way to encourage writing is by encouraging your child to begin a correspondence with a family member or other type of pen pal. A grandparent is a perfect candidate, especially if they don’t live nearby. Writing letters or even emails is a great way for your children to share their daily/weekly/monthly activities with their grandparent. And each will enjoy receiving mail from the other.
Make Writing a Family Tradition
Make writing a part of your family’s activities and it will quickly become tradition. Create a weekly family writing night. During these evenings, take turns adding to a Family History Journal. Have each family member write about something special that happened during the week. If you have a child who is not yet writing, have them draw a picture. Create Father/Son or Mother/Daughter dialogue journals. Use these journals to “talk” with your pre-teen or teenager about their day. They may feel more comfortable sharing events in their lives if they don’t actually have to verbalize them. Use the dialogue journal to ask questions and seek answers, to provide encouragement, or to apologize.
However you choose to incorporate writing into the fold of your family’s fabric, I hope you create family traditions that live for generations to come. What sweet memories they will hold as your children grow up, move on, and have children of their own.
Dawn Little (aka Links to Literacy) also blogs at www.teachingwithpicturebooks.wordpress.com where she provides educators with picture book lessons based on comprehension strategies and the Six Traits of Writing. In addition, she blogs at www.literacytoolbox.wordpress.com where she provides educators and parents with tips and tools to enhance the literacy lives of children. She is the founder and owner of Links to Literacy, a company dedicated to providing interactive literacy experiences for children and families. Find out more at www.linkstoliteracy.com
Posted on December 20, 2009 by Suzan Woodard in Personal Experiences, Uncategorized.
Tags: Big Universe, Books, creativity, Reading, writers block, writing, writing creatively, Writing prompts, writing with children
add a comment
If you’ve been writing for any length of time, you know what it’s like to have the words dry up. It’s like you’re dying of thirst, and the rusty ol’ spigot just won’t give up a drop.
I probably felt that most intensely as a newspaper reporter and editor with a daily deadline. Writing facts in an orderly fashion was easy enough, but I worked in the Feature Department, so creativity was in high demand. Clever headlines. Intriguing lead sentences. Weekly humor columns. (Funny can’t be forced.)
It wasn’t long before I learned the merits of a “slush file” – also known as a backlog. I kept a file with random ideas, outlines of columns, and puns to prompt creative headlines when I was in a pinch.
I also made a habit of reading the news feeds and other literature resources, jotting down interesting facts and thought-provoking quotes – all stored away to use like one of those yeast bread “starters” that periodically get passed around the office and among friends.
You can do the same for children, who claim they can’t think of anything to write about. Here are a few ideas to get those creative juices flowing.
- Provide physical prompts. Place a dog collar on a stool or a deflated football, a heart-shaped box of chocolates with one candy missing or a gift-wrapped box. Ask “How did this get here?” or “Tell me the story behind this item.” Or, use an intriguing photo.
- Make it safe. While I think spelling and grammar are important, it is crucial to avoid striking fear of failure in the young writer. It is more important to nurture the joy of storytelling and the beauty of words. The mechanics will follow.
- Give a fun situational prompt. a.) “If you could have three wishes, what would they be?” b.) “If I were invisible, I….” c.) “If you had to live on an island by yourself for a year, what 5 things would you take with you?”
- Use words to connect to others. Encourage kids to make cards for friends and grandparents – visual and language arts rolled into one. Plus, it teaches them to think of others: thank you notes, get well cards, holiday greetings. (My kids loved getting to add their two cents to the Christmas letter.)
- Mimic a book character. Give a verbal prompt and ask your child to write something in the voice of a book character with whom they are familiar – the Cat in the Hat or Junie B. Jones, for example. “It’s fun, I tell you.”
- Allow a little fun. Make writing notes in class “legal” on Thursday afternoons or turn on some music for 10 minutes and have kids take part in a written “Word Spill.”
- Ask kids to be convincing. Encourage children to write a persuasive paragraph about a trip they would like to take or why they would like a particular toy.
- Keep a family meeting notebook. I knew one family with five girls who kept notebooks in which their children could write anything: Why they got mad. How they broke the vase in the den. A prayer request. A thank you note. A joke.
- Tap humor. Kids get spelling and vocabulary words for school and often are required to use them in sentences. When my girls dragged their feet, I encouraged them to have fun with their words. Anything was legal as long as it wasn’t mean-spirited. They ended up laughing and liked to read their favorite sentences to me. “Mom grumbled when I ate her last piece of delicious dark chocolate.”
- Gravitate toward superlatives. Kids love them. “Blank is the worst food in the entire world.” Tell them to write three sentences explaining why. Or, “My cat is the best pet because….”
- Let kids lock up secrets. Diaries don’t entice all children to write, but a book with a lock and key hints at secrets and treasure. Write a secret. Lock it up. Hide the key! Or, have children write clues for a big treasure hunt.
- Read books. What can I say? I saved the best for last. Good books breed active imaginations. Books expand the mind until the words must flow somewhere. (Grab pencil and paper, a recording device or the easy-to-use authoring tool at BigUniverse.com to record the creative stories that result.)
I’m sure there are a gazillion other great ideas out there. Please share how you encouraged the children in your life to write!
What Does Science Tell Us about the Way Kids Think?
