Journals

Journals, as part of a daily writing program ,can make a huge impact on children seeing themselves as writers. Students can use this time to write about items of their choice, special interest and feelings.  The possibilities are endless.  I encourage my children to think about things that evoke emotion (happy,sad,mad), things that they are really good at or know a lot about. An activity that can be very inspiring for a child is to pick or design the cover of their own journal.  Feeling ownership for the writing utensils and giving them the power to create it in the way that they want is very empowering for a young writer.

Here are a few guidelines to consider:

1. Start on the FIRST day of school!
2. Set a daily time.
3. Provide each child with a personal journal.
4. Teach children to date their work.
5. Model the process frequently.
6. Provide Mini-lessons to introduce/advance children’s writing.

Journals provide teachers with authentic lessons and aid in differentiation. Journaling through the stages offers multiple opportunities for meeting students at their needs!  Teachers can clearly see where a child’s abilities lie and provide input and tailor lessons to advance individuals to the next level. Journals aide teachers in assessment by providing authentic assessment opportunities for students. Journals provide a running record of the child’s achievement.

Free Choice Vs. Prompts Vs. Writing Workshop

During a workshop with my fellow teammates, a returning debate surfaced. Should young writers respond to prompts or should their writings be their choice about topics important to them? The reoccurring theme was that there are many students who never know what to write about. But, you also have those students that don’t like to be confined or restrained by set topics.

Check out this article on the Davidson County School website.
http://www.davidson.k12.nc.us/education/components/scrapbook/default.php?sectiondetailid=28230

I can certainly see the value in all three components. I feel that kids should see themselves as writers first and foremost. However, there is certainly a place for responding to a specific thought, subject or idea.How about the “I don’t know what to write” kiddos? AND, what better way to advance writing than through direct mini lessons based on grade level and individual student needs?

On the one hand, “Teachers’ expectations of children’s writing send the empowering message, “YOU CAN DO IT”. Taking dictations send the self limiting message, “You can’t, so I will do it for you” (Feldgus,E.. & Cardonick, I.). But on the other hand, standardized test are based on children writing to a prompt. So how do you foster children viewing themselves of creator’s of their own material while preparing them to perform.

In my opinion, a great early writing program is a combination of the three… Plenty of time for free choice journaling (with no corrections), mini lessons to address each child’s needs (whole class and indivdually) and a time to respond to certain ideas or topics! If we embrace writing this way, we gradually teach the kiddos the “adult way” while incorporating a few skills at a time and refrain from instilling a fear of “if I don’t do it right, then I am not a good writer.”

Ultimately, readers must embrace new words and possess skills to figure them out, they must mentally respond to what they have read and we know they read better when they have choice! So, why don’t we approach writing the same way?