PAMELA V. - WRITING LIKE WRITERS;GUIDING ELEMENTARY CHILDREN THROUGH A WRITERS WORKSHOP

Writing Like Writers

Guiding Elementary Children Through a Writer's Workshop

Kathryn L.Johnson University of Rhode Island Kingston, RI &Pamela V.Westkott Narragansett Elementary School Narragansett, RI

First published in 2004 by Prufrock Press Inc.

Published in 2021 by Routledge 605 Third Avenue, New York, NY 10017 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

Routledge is an imprint of the Taylor & Francis Group, an informa business.

2004 by Taylor & Francis Group

Cover Photo by Heather Ferraro

Cover Design by Libby Goolsby

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

ISBN: 9781032144498 (hbk)

ISBN: 9781593630003 (pbk)

DOI: 10.4324/9781003239642

1. by Paul de Mesquita

Often our first teacher is our own heart.

Hyemeyohsts

The children, who enthusiastically joined in this journey of writing and led me along the blue highways. The many authors of childrens literature whose books have filled years of joyous reading and inspired my teaching. My Kentucky writing colleagues Marcia, Jerrie, Paul Brett, and George Ella, who taught me to think like a writer. Pam, my favorite teacher. Mama and Papa, whose lives have given me many stories to write. My sons, Jacob and Cliff, who write like writers. And always, Paul, my muse.

KLJ

My family: Mick, my truest friend, and John, Mark, and Neal; administrators Janice DeFrances and Susan Naysnerski; technology specialist, Carol Batchelder; my colleagues at NES, especially, Carol Prest and Cheryl Blumenbaum; student teachers Faith Downey and Meghan Gordon; Kays family for being patient while I took her away; and, above all, Kay, for nurturing me along, giggling with me, being patient, and sharing this journey of change. Writing Like Writers is the product of a process: collaboration among a group of people who teach and learn together. In that way, this book is like the writing that comes from Writers Workshop. My heartfelt thanks to all my students, those who have shared this journey with me and those who are yet to come.

PVW

Write for the joy of discovery!

George Ella Lyon

I (Kay) turn the calendar page to September and turn my thoughts to the Language Arts Methods class Lm preparing to teach. Thinking of the preservice teachers who will make up that class, I ask, How do I want these college seniors to be different at the end of the course? Its not just about what they will learn, but how their thinking will change and develop. I always ponder this as I plan for them.

In the first class of the semester, we study the word method to understand more fully the focus of the course. The dictionary tells us that it comes from the Greek word methodos which is made up of two wordsmeta meaning change and hodos meaning journey. Combined they mean journey of change. Preservice teachers will learn writing methods, strategies and techniques to guide young writers on a journey of change.

I (Pam) ask similar questions about my own group of third graders; How do I want my students to be different writers by the end of the year? Every class is filled with students who have diverse learning styles, interests and abilities. Mine is no different. I have students who enter third grade writing well and those who are emerging readers and writers. So, how will I meet everyones needs?

Writing is a great differentiator. During Writers Workshop, each student is engaged in meaningful ways. Individually, they respond to the teaching and take what they need. The workshop permits differentiation throughout its stages. We all have a lifetime of stories within us waiting to be written. It is my role to differentiate the instruction, encourage and guide students to find their own stories, and try what we share with them. I am always searching for methods I can use to become a better teacher of writers.

The questions we asked and sought to answer led to the development of this book. I he two of us (Pam and Kay) have worked together for 8 years. This book began as an exploration. We noticed how students wrote and asked lots of questions. We studied the writing process in dozens of books by gifted theorists and practitioners. Then we applied the ideas directly in the classroom. We journaled and reflected. We became writers ourselves along with our students. We came away with clearer ideas and a deeper understanding. One of those beliefs is clear: Students become better writers as we become better teachers. The intent of this book is to share the findings we learned in our journey.

There are several features that can help you navigate easily through this book. We sectioned some chapters into a consistent format for easier access as you teach. , Writing Process, Writing Strategies, Story Elements, and Writing Craft, respectively, all use the following format:

Key ElementsWe begin with Key Elements that focus thinking on the essence of each topic. Every time we prepared to teach a mini-lesson, we had to research a considerable amount of information to find a few fundamentals about each topic. These are a resource for you to use with your students.

Connections to National StandardsStandards provide a framework for teachers, students, and parents as accepted measures of comparison. We have used New Standards, which show us clear performance targets of what it means to be a competent writer by the end of a specific grade level. Standards guide our teaching of specific writing skills.

About ... (topic)This section provides a brief rationale and background information for teaching each topic.

Examples From LiteratureSome of the best teaching aids can be found in the childrens books we read. We look to the writers we love to provide models for us (e.g., the manner in which they introduce characters, the approach to developing suspense).

One of the strongest pieces of advice we can give teachers of writing is to know the literature; read as many childrens books as you can, varied genres and authors. Our teaching is strengthened when we can refer to the way a strategy or craft is used in specific books and guide our students to read, study, and emulate.

How Do We Teach ... (topic)?We listed many ideas because it is important to teach and reteach strategies and writing craft in various ways throughout the year. You may select from a wide array of activities to teach based on your students needs. It is not likely that youll use all of the exercises, nor would you want to. They are there as a resource to support, not kill, the learning.

What I Know About... (topic)These Think Sheets and others are a resource and guide for students to complete as you introduce a topic. They can be kept in their Writing Notebooks for quick reference.