What do you think is important to teach students about writing and representing? (Grade 2-3)

     

     The most important elements to teach students about writing and representing should re-enforce their engagement and individuality, and create an environment for success. First, students need to know they have a wealth of experiences, knowledge, and interests to draw from. This should be re-enforced especially in the younger grades. The BC IRP supports this in its focus on "personal writing" developed from "personal interests" (BC IRP 58). The KWLs we have completed in Language Arts emphasize this key point in bringing student knowledge and interest into the classroom. In our Love That Learning groups, we further discussed the importance of student-led inquiry as the foundation of student interest in writing. Students inherently want to share their knowledge. In the article, Structure and Freedom: Achieving a Balanced Writing Curriculum, one of the students "wished she could tell teachers what she knew about writing" (Casey & Hemenway 73). More importantly, students can then learn from each other, multiplying the web of "text-to-self, text-to-text, and text-to-world connections" (BC IRP 58).

     Second, it is important for students to know that writing is a process. As discussed in class with author Robin Stevenson, students need to know it is ok to write a "crappy" first draft (Oct 21, 2011). It is crucial to create an environment where students know it is ok make mistakes and mis-spell, and they don't always have to produce perfect writing. Writing should be a process of "prewriting, drafting, revising, editing, presenting and publishing" (BC IRP 22). Feedback is also important to the process. In small writing conferences peers can learn from each other and help bridge the "gap between thought and speech" (Constructing Meaning 287). Giving students choice in selecting which writing piece they want to take through all those steps is also important in fostering pride and engagement in their work. However, challenging students is also important. Asking them to try new techniques and writing styles can expand their choice for further work. As Delamont said, "students will find out what they are supposed to be doing and how little they can get away with" (qtd. in Casey & Hemenway 70). If they already know there are many steps to the writing process, students themselves acknowledges they have to really "think" about what they are writing (Page qtd. in Casey & Hemenway 71).

     Third, showing students that just as everyone learns differently, everyone writes and represents differently. Introducing and accommodating different writing and representational styles will help create an environment of success. The BC IRP supports this in stressing the importance of "voice and choice" and "addressing diversity" in literature (BC IRP 26). Bringing in literature from a variety of cultures and sources can help create a climate of writing inclusivity. The article, How can I effectively use the First Steps Writing program in my classroom?, also highlights the importance of drawing in the writing process, particularly in the primary years (Savage 43). Sometimes young students need to draw or tell their story to a friend in order to solidify their thoughts before they can start writing it. Sometimes, especially for young learners, visual representation is the preferred method of communication as they may not feel proficient in their verbal or writing skills. Also, while teaching the conventions of writing are required (C10 BC IRP), it is important not to let grammar or spelling hinder the creative flow of writing. Some strategies for helping students with conventions are allowing them to phonetically spell in their 1st drafts, or providing "Have a Go" or "Think Pads" that encourage spelling exploration space (Savage 41).

     Fourth, show students that they are writers already; encourage their "voice, style, ownership, pride, and engagement" (Casey & Hemenway 74). Using the "Gradual Release of Responsibility" suggested in the BC IRP (18), can promote student ownership of their work. Provide them with authentic writing and representation opportunities, such as blogs, class or school newsletters, class books and personal journals, that give them a variety of audiences. Having students identify their audience (C4 BC IRP) can help form their style, subject, and content. Giving the opportunity to publish their work for a variety of audiences can be a key motivator for writing and representing (Casey & Hemenway 74). 


Show students that their voice matters, and encourage them to use all their many wonderful and unique words and representations for a purpose.