Well, I've officially launched the workshop now. My third graders are beginning to build their writing muscles and many of them have bought into every bit of it, especially the idea, or rather the philosophy, that their lives are worth writing about and their stories are worth saving a record of for the foreseeable future. The main means by which I have taught for these outcomes, because it didn't just happen, has been by reading and complimenting their work. I confer with students and if they are on track, writing personal narratives, then I rave about it and say "you've got to write that down, get it on paper right now." When they tell a big "watermelon" topic story, I help them find their "seed" small moments story and get that started. I constantly make references to the details of their stories when I make my general compliments to the whole group, typically at the beginning and end of the workshop.
What has really surprised me more than anything was how quickly some of my toughest students --I mean anger management, angry little boys at my title-1 school-- bought into the whole process. They were resistant at first, but now they cannot help but get up or raise their hand to show me their work; they love to share stories from their life with me. I must admit I enjoy it too. I learn that dad and other family members have returned from across the state or that dad's house is a special place. I didn't expect to bond with these boys any time soon, but writer's workshop and me following Lucy Calkin's philosophy of rapidly loving all your students --instead of missing last year's, since they were so well trained by May-- made it happen.
On the third session of the launching unit, I had one of those rare heart touching moments that reminded me I'm doing just what I'm meant to being doing and making all the hard work worth it. While conferring with one of my bilingual students, she told me that writing was her favorite part of the day. Pretty sweet considering that's the only time I'm teaching her and that on the first day she couldn't think of anything to write and basically wrote a short Goldilocks and the Three Bears story.
With my unique position, English language and bilingual support for the school, I work with siblings in different grades. I had the pleasure of learning about a 6th birthday at Chucky Cheese from the perspective of the 6, 9 and 11 year old and tell them that they were writing about the same topic.
Inspiring
Wow CCG, thank you for the blog entry. This was powerful for me to read, especially the parts about reaching the more resistant students. I also enjoyed reading about the one young lady who now favors her writing portion of the day (as a bilingual student no less), even though that is the only time you are with her. I’m sure her classroom teacher is excellent too, and it must be nice to here from the students that not only are you appreciated, but more importantly the lessons you teach are valued.
I like how you are working to instill a sense of self-worth and empowerment in these young learners with your consistent specific positive feedback. Bravo! I’m happy that you feel you are doing what you were meant to be doing, because it is obvious you and your students are growing leaps and bounds together.
This entry of yours has re-invigorated a desire in me to renew my application process in the hopes that I too may be able to affect positive change in the lives of young people who desire guidance and understanding.
Thank you
Watermelon vs. seed story
Since I am support staff and I work with our English language learners (ELLs), I teach the 3rd grade writer's workshop (with the teacher who couldn't attend our Columbia Teacher's College training), and confer with two 5th grade classes and three primary classes. The watermelon vs. seed story lesson continues to confuse our students of all ages. Many students think that a short story is a seed idea, while a long story is a watermelon story. I can't tell you how many students have beamed, "Look at my watermelon story." Naturally, I struggle to respond with enthusiasm.
In the future I will teach the lesson differently. I have found that students understand a small moment story versus an "all about" story better. Even more effective is the use of a mentor text to show how writers elaborate throughout a small moment or a string of small moments.
While it depends on the learners, I personally will not use the analogy for my ELLs and K-5 students.