• Don't limit topic choice.  As teachers, it's extremely hard for us to process the incident at Sandy Hook, never mind the complex reactions of our students. We may, therefore, be tempted to give our students light prompts to keep strong emotions at bay.  However, grief professionals agree that it's better to provide students a safe place to work out their feelings rather than denying them.  Distraction is often a form of denial. (By the same token, do not ask that all of your students write about last week's event.  Children process in different ways.)

• Keep your Writer's Workshop going.  Routine is extremely important in helping students to feel safe.  When conferencing, handle tougher pieces in the same way that you would any other piece: mirror, point to what's working, question.  In other words honor your students as writers, doing what writer's do: writing to make sense of our experiences and this world that we live in. 

• Don't be afraid to show your emotions.  No doubt some children will write poignant pieces that will make you tear-up, perhaps even cry.  It's not a bad thing to let a young writer witness the power of words.  We write to have an effect on our reader, your tears are a natural, reinforcing effect.

• If appropriate, suggest writing a letter to express compassion and/or a point of view.  What we often need during times of crisis and grief is an opportunity to do something.  Writing a letter or persuasion piece helps us to feel as if we acted for good.

• Remember that our primary students will be ready to move on -- perhaps at a far quicker pace than we expect. Young children are very "here and now," the topics will change, and we'll continue to support our students in handling all kinds of life/writing challenges.

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.