Musings for primary teachers

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September 27, 2011
 
 Dear Colleague,
 
Here it is the end of September and, in all likelihood, your students' folders (or binders) are overflowing with writing.  Now would be the time to conduct evaluative conferences, asking your young authors to choose their very best pieces from the month.  These conversations help students to articulate what makes good writing -- setting the vision if you will -- and taking responsibility for working towards that vision.
 
If the construction paper "Best Writing Book" described in the sidebar doesn't appeal to you, you could provide each student with a small, three-ring binder and page protectors to collect the work that makes them proud.
 
Happy Writing!
 
Jennifer
 

 

 

Management Systems

In addition to setting up your classroom, you'll want to have a paper management system established.

            For maintaining folders, I recommend creating a procedure that inspires you to clean them out once a month. As mentioned, my students store their work in pocket folders. Often they've stapled pages of writing together. At the end of each month, I sit down with individuals and ask, "Which of these is your best piece of writing?" This selection is then placed in the student's "Best Writing Book." (See Writing Tip for instructions.) I also share my opinion about which is the student's best piece of writing. When it comes to selecting the best piece of writing, sometimes the student and I disagree. I might choose the piece in which the student has used spaces between the words for the first time. The student might select the piece in which he wrote the word underwear, causing his classmates to fall down laughing during author's chair. The fact that we've chosen different pieces is wholly understandable. I am focused on writing development. The budding author is often focused on audience. Both of these areas are important, so both pieces will go into the best writing book.

            I love the practice of ending each month with an evaluative conference, but I will warn you, these take time. Whereas I've learned to be quick and effective during my everyday writing conferences, my evaluative conferences stretch out like a humid July day. I always feel behind. So consider training another adult-an ed. tech or a parent volunteer-to help you with the best writing conferences.

            What do I do with the remainder of student work? I choose one or two pieces to place in the student's portfolio and send the rest home.  I know that in the best of all worlds, we would keep EVERYTHING students write - for assessment, for the possibility of returning to a subject - but I find that like primary students, I tend to be much more focused on the here and now.

            Best of all, at the end of the year, I have a gift -- a delightful scrapbook -- to give each student.

 

 
   Adapted fromNo More "I'm Done!" Fostering Independent Writers in the Primary Grades  by Jennifer Richard Jacobson

Pumpkin Trick 

Each book in the  
features four brief chapters and black and white illustrations for students who are desperate to be reading books that feel more grown up.
Writing Tip
 Directions for Creating the Monthly Best Writing Book

1.       Staple six sheets of eighteen-by-twenty-four-inch construction paper together for each student

2.       Write "Best Writing Book" on cover

3.       Write the names of the month from September to June at the top of each interior page - one page for each month

4.       At the end of each month, use rubber cement to adhere writing-even stapled writing-to construction paper page. (Use rubber cement on the backside of the last page of writing -add a blank page if student has written on back side.)

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No More I'm Done
 

No More "I'm Done!"  focuses on nurturing independent primary writers.  In addition to suggesting a classroom set-up and routines that support independence, a year of developmentally appropriate minilessons is provided.

Preview the text online here.
 
To listen to a podcast about the book go here.