Endless Opportunities for Writing

Although writing workshop is the time in our day devoted to the craft and process of writing, there are many opportunities throughout the day to write in different situations and for various purposes and audiences. Here are a few ways my kindergarteners write throughout the day.

During Open House in January, students created signs around the room with information for our parents and guests about what the students do in that area of the classroom.

 openhouse3 open house2  

 Our math journals, reading response journals and science notebooks are ways we write in other areas of the curriculum.  These examples are taken from our science notebooks with information recorded during our study of balls and ramps.

 science4 “Friction stops the ball.  It went further thatn last time.”

science3   “Gravity stopped my ball from hitting the chair.”

  science2     Ball investigation where the student recorded observations of the different balls.                

This writing is taken from our Class Historian book.  Each week a new Class Historian is chosen for the week.  This person is responsible for recording what we have done during the school day.  We often turn through the book reminiscing over all we have done and how much we have grown in the past year.

 historiian2from November in kindergarten:  “We ate in the lunchroom.” 

 historian from February in kindergarten: “We were outside at recess.  Then we did come inside from recess.”

Here are a few pieces of writing taken from our Dialogue Journals.  Each year I begin this writing project at the start of the 4th nine weeks.  The students learn what a dialogue is and how one has a conversation or dialogue through writing.  The student writes about what they have done during the school day and the parent reads it and responds each night.  (There is an explanation glued inside the front cover explaining to the parents the purpose of the journal.)  This activity helps the student grow as a writer in a whole new aspect.  Their handwriting and their spelling often improves greatly because they are focused on the fact that someone is going to read this and respond so they know they have to communicate clearly.   This also gives them an opportunity to write for a different audience.

 dialogue2

“We had a busy day.  1.  We had Kona Ice.  2.  We had Preschoolers in our class (visiting).  3.  We went to guidance.”

dialogue3

“There (were) preschoolers.  We showed them around.  It was fun and we go to go to Kona Ice.  Ya! Ya! Ya!”

dialogue

“In gym we played Battleship and it was fun.”

Parent response.

“How you play is you get on a mat.  Then there (are) two circles and people will be guarded.”

It is amazing to watch these young writers grow all year long! 

 

 

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